Mr. Morris’
Kindergarten Philosophy
Student Centered Curriculum
Our Room 3 curriculum is developmentally appropriate and engages children in
hands-on, exploratory, manipulative-based learning. Learning activities reflect
themes that are of genuine interest to students. Students are required to participate
in core thematic cross-curricular learning activities but are also given time
during the day to engage in learning activities of their choice. Divergent thinking
is encouraged and all students’ ideas are validated.
Unbiased Curriculum
Our kindergarten curriculum goals and objectives, learning activities, learning
materials, and staff interactions with children reflect an appreciation of linguistic,
ethnic and cultural diversity. Children are encouraged to explore all activities
and learning materials based on interest rather than on stereo-typed gender
roles.
Language Development
Our kindergartners are given many opportunities to use language for the exchange
of meaningful information and the communicating of ideas. They are exposed to
rich language contexts such as dramatization, story telling, singing, chanting
of poetry and recitation of nursery rhymes.
Student Centered Learning Environment
Room 3 is arranged so that furniture and learning materials are easily accessible
to children. This maximizes students’ ability to take responsibility for
creating and maintaining their learning environment e.g. students can help adults
set out materials for learning activities and clean up afterwards. Throughout
the school year our classroom walls are filled with original student work and
environmental print.
Safe Environment
Clear classroom norms are established to insure student safety, respect for
others and respect for property. Children help to generate the norms. The adults
who work in our classroom teach and model appropriate behaviors and verbally
acknowledge students’ appropriate behaviors when they occur. Fair consequences
for misbehavior are established and discussed with the children before misbehavior
occurs and are consistently applied when misbehavior does occur. Misbehaving
children are retaught appropriate behaviors and gently steered toward them.
Caring, Supportive and Nurturing Atmosphere
The adults who work in our classroom take the time to get to know our students
individually and establish a relationship of trust with the children. We see
to it that students have many successful learning experiences and assist children
to this end. Formal and informal observations and one-on-one assessment guide
us in evaluating student growth and needs.