ECDC Observations #2 (10/14 - 10/15)

I noticed the "transitional activity" played a large role in the ECDC methodology. Whenever an activity was started or completed the children would always return to the center rug for discussion and reflection. Transitional activities were even used not only in the main classroom, but other classroom as well, for example, the physical education room (at the end of the activity the instructor would ask, "what did we learn today?” "what was your favorite activity?" before having the students transition back to their home classroom).

Another striking observation I made was how the teachers were more laid back in their management of the classroom and would not be in a constant "hover" state. They would concentrate their attention on a single area of the room and focus on their area for large blocks of time. However the students did not require much teacher assistance were able to handle themselves quite well. Even if a conflict were to arise within the classroom the teacher would allow the two conflicting students to resolve the matter on their own. I did not observe any verbal reprimanding from the teacher to the student at all, time outs or having any students being sent to the office or behavior rooms, due in part mostly to the students well behavior.

The teacher was always presenting the children with challenges and would not let them simply play idly or participate in an activity simply for the act of doing something. The teacher always made sure the students had a goal or task they were working on. To me this seemed like both a pro and a con, a pro because it kept the students stimulated, on task, and busy learning with a goal in sight, a con because it did not allow the students to learn and discover on their own (though to play devil's advocate, the teacher did not stress the assessment of the goals as much as the participation).

Perhaps it was due to the fact the students were given so much freedom in the classroom to peruse their own routes and needs educationally, which resulted in their lack of "acting out" or misbehaving. The students at ECDC were allowed to peruse their own impulse needs thanks to the freedom, which was allowed for them in the classroom, rather than a child placed in a regimented classroom. With no given free-time to act on their own impulses, students in a form fitted classroom with no time to act or follow their own wants or needs cannot control their own impulses, and students will low tolerance or self-control will let those impulses come out and disrupt the classroom at inappropriate times.

ECDC has made an example out of allowing and providing students with their own time, space, and responsibility to think, reflect, and act upon their own actions as well as providing them with the freedom to manage their own educational process. From my observations at ECDC it seems to be a good practice to allow children the freedom and space they need to set the pace for their own educational needs while still providing goals for them to reach on their own terms.