A case study of an effective kindergarten teacher's use of environment, language, and activity types

Although there seems to be an assumption that teachers have retreated to the extremes of teacher-directed and child-centered approaches, the reality is otherwise. This study sought to understand how a teacher used elements from these approaches; how she built up from theory to implement her curriculum; and how she set the classroom environment to support learning.; Interactions between a teacher and 22 children from an urban community were videotaped. Interviews with the teacher searched for data about factors that influenced her activity choices. Four days of classroom observation yielded 585 videotaped (and later transcribed) minutes. Transcripts were divided into topical episodes and then coded according to teacher language behavior (acknowledge, model/demonstrate, facilitate/support, scaffold, direct, and manage), children's responses (persistence, attention, and involvement), activity setting, type, and context categories. Findings showed the teacher made deliberate and flexible use of classroom space to implement different activities. More teacher talk occurred during TD/CC (50%) than during CC (33%) activities. Most language occurred in small group context; most in Art and Math, and the least in Dramatic Play and Reading. In general, Frances used her language to acknowledge (50%), facilitate (18%), direct & manage (15%), scaffold (3%) and model (1%). Teacher language behaviors did not differ according to activity type.; Children's responses (CR) were rated as high in 79% of the episodes and as low/medium in 1%. CR did not vary substantially according to activity setting. CR were mostly rated as high across all settings. CR did not vary according to group context. CR were mostly rated as high in individual and small group contexts. CR were rated mostly as high during TD/CC and CC activities, but they were rated higher during CC activities. CR were mostly rated as high in relation to all teacher language behaviors.; Teachers approach their responsibilities with clear and firm philosophies of teaching and learning, but especially in today's policy environment, their understandings of teaching and learning must be joined with curricular and instructional mandates. The present study gave light on how one skillful teacher maintained pedagogically-sound practice in the face of such constraints.