When you walk into the classroom there are the basics objects that are in every elementary classroom. There are the desks, the teacher's desk, cabinets, cubbies and bookshelves. When you walk through the doors of my classroom you first see the desk with chairs, a kitchen play set, and a bookshelf that has bins filled with toys. On the wall there are a variety of rules about playing friendly. This section in the very back is what I call the free centers time. Then the bathroom on the right as you face the front of the room. In front of the bathroom door there are stickers that says line leader and door holder and then numbers behind those for the children to stand on when in line. Underneath the lights on the right is a poster. It is a line …show more content…
In this area I have each students name on the cubby along with their school supplies in a bin at the bottom. Then on the top of each cubby there are bins with my school supplies in them. In the first set of cubbies there are folders, name stickers, boxes of crayola crayons, computer paper, file folders, zip lock baggies, boxes of scissors, paints, and other school supplies. In the second set of cubbies they are alike the first set except at the top they have different supplies. There are ornaments, a Christmas tree, white boards, germ-x, and tissues. On the outer middle side of the cubbies there is a little white board with magnets on it and a table beneath it. On the table there is a big plastic box that is like mailboxes that has the children's names on it. Once their papers are graded I’ll put them in their “mailbox.” Above the cubbies there are numbers 0 to 9. On the poster it shows you how to write the number. As you’re looking at the cubbies on the left handed side there are pictures of crayons that has the color of it and how you spell it. On the right side there is a giant poster that is a number chart one to one …show more content…
There is a red desk connected to the wall. On the wall is a telephone list that has the numbers of the different teachers and room numbers. Underneath the list is the telephone next to that is two black trays that the kids turn their folders and agendas in. On that desk is where another black basket where the kids turn in their work after their finished. In front of the teachers brown desk that is next to the built in desk is small filing cabinets. In the cabinets there are binders that has different units in it. Also a section that has all of the students information in it. The teacher's desk has the basic school supplies on it along with important papers. Hanging on the wall is a red file pocket. It is where I keep that weeks school work at. Then on the white brick wall is a picture of my past classes. Then there is another desk built into the wall. That is where the the teacher’s computer is and the three kid computers are. Underneath the desk is a couple of bins that have papers in them. One bin is a substitute bin that has a binder and sub plans. The next been has report card labels and papers in a binder the kids are suppose to be tested on. The next bin has the basic white computer paper. After that is the bin with zip lock bags, and then in the last bin is the children's earphones in ziplock bags. Above the three computers is a bulletin board that has the classes picture in the middle and different
The object I chose in the Lightner Museum is a painting with a gold frame. The medium in which it was created is oil on canvas. Featuring this piece is a man on a seat in front of a podium. He looks around the age of fifty, wearing a black cap and glasses. His clothing consists of a collared shirt, a coat, slacks, long socks to his knees, and black shoes. In one hand he holds a small book, which he appears to be reading from, and in his other hand he carries a brown stick about a foot in length. Standing in front of the man is a boy about ten years of age. He is standing with very straight posture and his hands by his sides. The boy is adorned with a blue vest, a white collared, long-sleeved shirt and brown pants. To the right of the man is another boy with his head resting in his hands. He is sitting on a bench and appears to be sobbing. There is a boy ducking behind the podium with his hand cupped beside his mouth, inferring that he is whispering something secretly to the boy being addressed by the adult figure. The rest of the children in the classroom-type setting sit behind desks in the far right corner of the painting, each sharing a collective look of mischief and laughter. There also appears to be a chalkboard on the back wall of the room, and some sort of picture hangs above the board on the same wall.
*As with designing the room, teaching materials are best used when they’re easiest to access. I kept my teaching tools close at hand at the areas they were used and additional things were kept on top of the kids’ cubbies so all teachers knew where they could find them if they needed them.
The walls are lined with books and there is a big desk. There is also
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
The classroom that I observed in was arranged in a simple way. In the dramatic play center there was a long coat rack and each hook was labeled with an image and name of the outfit. This was done so the children know where do place the clothing when they are done with it or cleaning up. Also in this center was a cash register, puppets, an oven, refrigerator, ironing board, sing, dishwasher, a table set and a comfy chair. Their block center was small, and sectioned off by a shelf and an arch way in the corner of the room. In this center there was also a table. I felt that they children would not have enough room to build although I did not measure the area. The art center had stamps, children’s art work, an easel, magazines and other essential art supplies. In the same area as the art center was the writing center. In this center was maps, chalk and chalk board, stencils, a ruler, notepads, loose paper and pencils.
Walking through the classroom observing at what is available; I see a storage area for the students to put their backpacks and jackets right when they are to walk through the door. There is the first aid backpack, evacuation procedures, scheduled drills date, school calendar and important dates at the front by the door which is also their emergency exit. Mrs. Smith pointed me to the direction of where there will be information about the program and the pr...
in the next hall (the left G4) is all of my pictures from volleyball, my midwest teams, club teams, and school teams. This room contains my team bows and uniforms along with shoes and knee pads. in the final hall on this antler is pictures of me hunting and all the animals I’ve killed. This also includes any mounts I get and my gear like my camos, bow, arrows, guns, lights, hip
The students wore different coloured clothes: pants, shorts hoodies, skirts or whatever they prefer. Teachers will walk down the hall and wave to students. Laughter can be heard everywhere in the hall. When I peek into the classroom, the desks are neat and arranged. The classroom is filled with different books and education-related posters.
The EYLF describes the importance of learning environments being spaces where children can reflect and enrich their lives while responding to their interests and needs (DEEWR, 2010). This sparked interest in students to bring items from home to share with the class, providing the opportunity to create a museum in the classroom. Affording an opportunity for educators to be responsive to the children and to strengthen the responsive learning relationship by permitting children and educators to learn together and share in the decision process of how they were going to create their own museum. (DEEWR,
The room had a dramatic play area with dress up clothes and a plastic kitchen. The reading corner had a large fluffy seat and a quiet area to have alone time. The building or block area had a variety of sizes of blocks.
The lead teacher bemoaned the amount of paperwork that she was required to do, declaring: “I just want to play with the children, but I have to organize their files instead!” Large clusters of children remained unmonitored while the teachers congregated in the back of the classroom. A parent dropped off their child and attempted to alert the lead teacher, however, this went unnoticed by the teacher, who was struggling to lift a box of paperwork. The lead teacher’s back was facing the classroom as she began to catalog students’ portfolios. After several minutes, the lead teacher announced vaguely to the students that they should be either reading a book or doing homework before having a snack.
During my time at Quarles Elementary School, I have been taking a lot of notes and pictures to use and adapt to use in my future classroom. Dianna Miller’s Power Up classroom was set up with five tables and the computer desk. The five tables were used as individual reading space for the students and the mentors to sit and have room to have everything needed within reach. The part that impressed me was Ms. Miller’s time management skills as well as how orderly the students rotated from reading table to computer desk to do their AR tests. Her calm demeanor and even tone of voice while dealing with the students during their rowdiest moments was very inspiring.
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.
“Oh, why didn’t you say that? It’s over there,” said sheen, pointing down to the class at the end of the hallway. Sheen led them to their class and sat a seat behind from Jimmy. Jimmy sat down and put his ball under his chair. The class was very spacious with 4 rows of 4 individual desks. The desks were all facing a chalkboard that was located in the front of the class. In the back of the class were four computers on individual tables. The chairs near those desks were very low. There was a little space that was dark between the tables.
The classroom embodied the stereotypical music classroom with its various instruments scattered around the room. Every inch of the wall and door was covered with music notes while chairs encircled the room. Besides the teacher’s desk, there were no other desks in sight. The students had to sit on the ground in the center of the room away from the instruments. Even when playing instruments, the students sat on the ground. Although the setup was very different from a general classroom, it was appropriate for the kinds of lessons that the teacher taught the students. The teacher did not hand out any worksheets or assigned homework so the students did not need any desks for writing. Since the classroom was already small and cramped, having desks in the class would have impeded on the activities that the students performed.