About Our Classroom

The K-I classrooms is intentionally designed to support learning through educational play. Features of the classroom include:

• centers/areas and materials to support children's development and learning in all domains and subject areas, including but not limited to: a classroom library; listening center; computer; dramatic play area with props; blocks; manipulatives; puzzles and games; water and sand table; math materials; science exploration with integrated observations tied to the beginning stages of the scientific process; supplies for writing activities; art area for open­ ended art experiences (e.g. paint, recycled materials, clay, etc.).

• a large group meeting area, a variety of small group work/play areas, and individual work/play spaces;

• space for quiet time including sensory breaks and/or rest is available;

• space for gross motor activities, is available for use by the children; and

• visual supports are in places where children can readily access them (e.g. classroom labels, schedule, steps for completing a task, etc.).

• Class sizes of no more than 15 children with 2 qualified adults (a teacher and an instructional assistant or co-teacher(s) dedicated to the classroom).

• A safe and peaceful learning environment with adequate space, light, and temperature.

The Outdoor Environment

St. Peter's outdoor areas have large motor equipment that is age appropriate, safe, clean and accessible to all children, with enough space for varied play.

The teaching staff provide opportunities for children to "use" the outside and to explore the environment (e.g. take walks, participate in field trips, climb, etc.).

Structure of the Day

The principal and the teaching staff develop a daily schedule of learning that reflects integrated learning opportunities. Integrated learning opportunities incorporate time for:

• focus on curricular goals;

• rich and playful learning;

• self-initiated learning;

• creative expression;

• inquiry and exploration;

• both indoor and outdoor activities; and

• varied groupings, including individual, large group, paired and small group learning.

• The schedule includes sufficient time to address meaningful instruction in all content areas, including social emotional learning, science and technology/engineering; language arts, social studies, and the arts.

Foundational Elements - Structure of the Day

The schedule is constructed to minimize changes in teachers as well as transitions for children from group to group.

The teaching staff provide predictable but flexible and varied routines and transitions that are purposeful and intentionally support children's learning and needs.

The structure of the day includes varied transitions which include creative opportunities for:

• playful learning;

• movement experiences;

• support of social emotional learning; and

• assessment of children’s understanding.

• The teaching staff build children's sense of responsibility, confidence and competence by supporting expectations that all children will participate daily in clean-up activities to keep the classroom neat and organized.

Interactions 

The teaching staff build personal connections/relationships with children in order to build children's language, social-emotional competencies, and content learning; teaching staff accomplish this through many practices, including those that follow. Teaching staff:

• greet all children at the beginning and end of every day, including those who enter the classroom late;

• form close relationships, understanding that it is through relationships with children and adults that children explore and engage in the learning process;

• consistently demonstrate that they care about their children as individuals;

• validate children's interests and feelings; and

• give specific feedback and encouragement rather than evaluative praise or general comments.

• The teaching staff engage with children in center activities by talking and interacting with them and with materials to deepen and extend children's thinking.

Creating Caring Communities for Learning 

St. Peter's promotes an environment where:

• Children have access to school-based resources to address health and social-emotional or interpersonal needs (social workers, guidance counselors or school adjustment counselors, school nurse, etc.).

• teachers and staff support children to develop age appropriate social skills and behaviors through a positive, predictable and flexible learning environment, by many practices, including those that follow. The teaching staff:

• teachers and staff help children understand emotion, which helps them have insight into their own and others feelings;

• teachers and staff support children's regulation of emotions by gradually guiding them toward self-regulation;

• teachers and staff use instructional approaches such as genuine modeling, scaffolding, and role playing to support children as they learn social skills, behaviors, and attitudes;

• teachers and staff model pro-social behaviors by interpreting social situations in ways that show sympathy and caring;

• teachers and staff provide thoughtful and consistent responses to individuals and groups about behavior;

• teachers and staff encourage caring relationships between children and adults in the classroom and between other children; and

• teachers and staff encourage children to develop a caring attitude for their learning environment.

• teachers and staff create a climate of mutual respect and a secure emotional environment that enables children to explore and learn.