Experiences in the Classroom
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1. Default Section

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2. How many children in your class have the following?

	none	a few	about one fourth of the class	about half of the class	more than half of the class
difficulty following directions	*How many children in your class have the following? difficulty following directions none	difficulty following directions a few	difficulty following directions about one fourth of the class	difficulty following directions about half of the class	difficulty following directions more than half of the class
difficulty working in a group	difficulty working in a group none	difficulty working in a group a few	difficulty working in a group about one fourth of the class	difficulty working in a group about half of the class	difficulty working in a group more than half of the class
problems getting along with other children	problems getting along with other children none	problems getting along with other children a few	problems getting along with other children about one fourth of the class	problems getting along with other children about half of the class	problems getting along with other children more than half of the class
difficulty communicating/ language problem	difficulty communicating/ language problem none	difficulty communicating/ language problem a few	difficulty communicating/ language problem about one fourth of the class	difficulty communicating/ language problem about half of the class	difficulty communicating/ language problem more than half of the class
disorganized home environment	disorganized home environment none	disorganized home environment a few	disorganized home environment about one fourth of the class	disorganized home environment about half of the class	disorganized home environment more than half of the class
lack of academic skill	lack of academic skill none	lack of academic skill a few	lack of academic skill about one fourth of the class	lack of academic skill about half of the class	lack of academic skill more than half of the class

3. Do you think that teachers would like to learn new techniques to deal with children who act in the following ways?

	not really	maybe	teachers would like that very much
are physically aggressive	*Do you think that teachers would like to learn new techniques to deal with children who act in the following ways? are physically aggressive not really	are physically aggressive maybe	are physically aggressive teachers would like that very much
disrupt the play of others	disrupt the play of others not really	disrupt the play of others maybe	disrupt the play of others teachers would like that very much
disrupt class during transition from one activity to other	disrupt class during transition from one activity to other not really	disrupt class during transition from one activity to other maybe	disrupt class during transition from one activity to other teachers would like that very much
grab other’s things	grab other’s things not really	grab other’s things maybe	grab other’s things teachers would like that very much
do not take turns	do not take turns not really	do not take turns maybe	do not take turns teachers would like that very much
cry, whine, or show temper	cry, whine, or show temper not really	cry, whine, or show temper maybe	cry, whine, or show temper teachers would like that very much
say hurtful things to others	say hurtful things to others not really	say hurtful things to others maybe	say hurtful things to others teachers would like that very much
are very shy	are very shy not really	are very shy maybe	are very shy teachers would like that very much
feel scared or insecure	feel scared or insecure not really	feel scared or insecure maybe	feel scared or insecure teachers would like that very much

4. What is the most challenging time during the day? Rate activities from most difficult to least difficult. Choose a number from 1 to 5 (5 = most difficult, 1 = least difficult). Use each number once.

	1	2	3	4	5
Lunch/snack	*What is the most challenging time during the day? Rate activities from most difficult to least difficult. Choose a number from 1 to 5 (5 = most difficult, 1 = least difficult). Use each number once. Lunch/snack 1	Lunch/snack 2	Lunch/snack 3	Lunch/snack 4	Lunch/snack 5
Free play (like center play)	Free play (like center play) 1	Free play (like center play) 2	Free play (like center play) 3	Free play (like center play) 4	Free play (like center play) 5
Outdoor play	Outdoor play 1	Outdoor play 2	Outdoor play 3	Outdoor play 4	Outdoor play 5
Structured activity time (like a project)	Structured activity time (like a project) 1	Structured activity time (like a project) 2	Structured activity time (like a project) 3	Structured activity time (like a project) 4	Structured activity time (like a project) 5
Circle time/story time	Circle time/story time 1	Circle time/story time 2	Circle time/story time 3	Circle time/story time 4	Circle time/story time 5
Transition time	Transition time 1	Transition time 2	Transition time 3	Transition time 4	Transition time 5

5. When do you think children in your class should acquire the following skills?

	now	in the next few weeks	by the end of the year	next year
handle disappointment without crying	*When do you think children in your class should acquire the following skills? handle disappointment without crying now	handle disappointment without crying in the next few weeks	handle disappointment without crying by the end of the year	handle disappointment without crying next year
understand when adults say no	understand when adults say no now	understand when adults say no in the next few weeks	understand when adults say no by the end of the year	understand when adults say no next year
come or answer when called	come or answer when called now	come or answer when called in the next few weeks	come or answer when called by the end of the year	come or answer when called next year
stop misbehaving when asked	stop misbehaving when asked now	stop misbehaving when asked in the next few weeks	stop misbehaving when asked by the end of the year	stop misbehaving when asked next year
wait for turns in games	wait for turns in games now	wait for turns in games in the next few weeks	wait for turns in games by the end of the year	wait for turns in games next year
share toys with other children nicely	share toys with other children nicely now	share toys with other children nicely in the next few weeks	share toys with other children nicely by the end of the year	share toys with other children nicely next year
are sympathetic to the feelings of children	are sympathetic to the feelings of children now	are sympathetic to the feelings of children in the next few weeks	are sympathetic to the feelings of children by the end of the year	are sympathetic to the feelings of children next year
sit quietly during circle time without being distruptive	sit quietly during circle time without being distruptive now	sit quietly during circle time without being distruptive in the next few weeks	sit quietly during circle time without being distruptive by the end of the year	sit quietly during circle time without being distruptive next year
listen to you reading a book without interrupting or being distracted	listen to you reading a book without interrupting or being distracted now	listen to you reading a book without interrupting or being distracted in the next few weeks	listen to you reading a book without interrupting or being distracted by the end of the year	listen to you reading a book without interrupting or being distracted next year
use words to express anger and frustration	use words to express anger and frustration now	use words to express anger and frustration in the next few weeks	use words to express anger and frustration by the end of the year	use words to express anger and frustration next year
stay focused on an activity such as an art project or game until it is over	stay focused on an activity such as an art project or game until it is over now	stay focused on an activity such as an art project or game until it is over in the next few weeks	stay focused on an activity such as an art project or game until it is over by the end of the year	stay focused on an activity such as an art project or game until it is over next year
use toys and materials as expected	use toys and materials as expected now	use toys and materials as expected in the next few weeks	use toys and materials as expected by the end of the year	use toys and materials as expected next year

6. How often do you use the following strategies?

	never	sometimes	often	very often
use withdrawal of privileges	*How often do you use the following strategies? use withdrawal of privileges never	use withdrawal of privileges sometimes	use withdrawal of privileges often	use withdrawal of privileges very often
warn that I will tell a child’s family member about the behavior	warn that I will tell a child’s family member about the behavior never	warn that I will tell a child’s family member about the behavior sometimes	warn that I will tell a child’s family member about the behavior often	warn that I will tell a child’s family member about the behavior very often
indicate that I do not want the child to act in such ways	indicate that I do not want the child to act in such ways never	indicate that I do not want the child to act in such ways sometimes	indicate that I do not want the child to act in such ways often	indicate that I do not want the child to act in such ways very often
use prizes as incentives	use prizes as incentives never	use prizes as incentives sometimes	use prizes as incentives often	use prizes as incentives very often
ask “who started it”	ask “who started it” never	ask “who started it” sometimes	ask “who started it” often	ask “who started it” very often
use physical restraint like pulling a child away from a situation	use physical restraint like pulling a child away from a situation never	use physical restraint like pulling a child away from a situation sometimes	use physical restraint like pulling a child away from a situation often	use physical restraint like pulling a child away from a situation very often
ignore bad behavior	ignore bad behavior never	ignore bad behavior sometimes	ignore bad behavior often	ignore bad behavior very often
take away toys or objects that are distracting children	take away toys or objects that are distracting children never	take away toys or objects that are distracting children sometimes	take away toys or objects that are distracting children often	take away toys or objects that are distracting children very often
praise the children who are behaving as expected	praise the children who are behaving as expected never	praise the children who are behaving as expected sometimes	praise the children who are behaving as expected often	praise the children who are behaving as expected very often
give warning and follow through	give warning and follow through never	give warning and follow through sometimes	give warning and follow through often	give warning and follow through very often
describe consequences	describe consequences never	describe consequences sometimes	describe consequences often	describe consequences very often
single out child who is misbehaving	single out child who is misbehaving never	single out child who is misbehaving sometimes	single out child who is misbehaving often	single out child who is misbehaving very often
express affection to children	express affection to children never	express affection to children sometimes	express affection to children often	express affection to children very often
ask children to act in a desirable way	ask children to act in a desirable way never	ask children to act in a desirable way sometimes	ask children to act in a desirable way often	ask children to act in a desirable way very often
raise voice	raise voice never	raise voice sometimes	raise voice often	raise voice very often
clearly describe infraction	clearly describe infraction never	clearly describe infraction sometimes	clearly describe infraction often	clearly describe infraction very often
exclude child from activity	exclude child from activity never	exclude child from activity sometimes	exclude child from activity often	exclude child from activity very often
use statements such as “please stop doing that”	use statements such as “please stop doing that” never	use statements such as “please stop doing that” sometimes	use statements such as “please stop doing that” often	use statements such as “please stop doing that” very often
use time out	use time out never	use time out sometimes	use time out often	use time out very often

7. How helpful will be for teachers to learn new techniques to help children with the following?
Rate activities from most helpful to least helpful.
5 = most helpful and 1 = least helpful.
Use each number once.

	1	2	3	4	5
understand and express emotions in acceptable ways	*How helpful will be for teachers to learn new techniques to help children with the following? Rate activities from most helpful to least helpful. 5 = most helpful and 1 = least helpful. Use each number once. understand and express emotions in acceptable ways 1	understand and express emotions in acceptable ways 2	understand and express emotions in acceptable ways 3	understand and express emotions in acceptable ways 4	understand and express emotions in acceptable ways 5
develop self-esteem	develop self-esteem 1	develop self-esteem 2	develop self-esteem 3	develop self-esteem 4	develop self-esteem 5
feel attachment to adults	feel attachment to adults 1	feel attachment to adults 2	feel attachment to adults 3	feel attachment to adults 4	feel attachment to adults 5
overcome shyness	overcome shyness 1	overcome shyness 2	overcome shyness 3	overcome shyness 4	overcome shyness 5
be assertive around children and adults	be assertive around children and adults 1	be assertive around children and adults 2	be assertive around children and adults 3	be assertive around children and adults 4	be assertive around children and adults 5

8. In what type of center do you work?

In what type of center do you work? Child Care

Head Start

Head Start Child Care collaboration

9. Please tell us what is the Child Care center or Head Start center in which you work

Please tell us what is the Child Care center or Head Start center in which you work

10. What is the age of the children in your classroom?

What is the age of the children in your classroom? mostly 2

mostly 3

mostly 4

about equal amounts of 3 and 4 year-olds

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Experiences in the ClassroomExit this survey