More handpicked essays just for you.
Classroom management and organisation
Classroom management and organisation
Classroom management and organisation
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Classroom management and organisation
In this elementary school, there are three first-grade classrooms and they have pretty much the same decoration and organization.
The first look when I walked in the door is the room is pretty clean and bright. The physical arrangements of desks and workspaces are also good since it looks like a U-shaped. Two third of the room is used for tables and chairs - the learning station. There are sixteen tables and divided into four groups of students. Tables are aligned into three rows. The height of chairs fit well even the smallest child in class.
About the teacher corner, teacher's desk is aligned next to the third-row tables, and, at this location, she can watch the whole classroom. There is also a big window behind her desk. This window is
The physical setting of the classroom was arrange for a bilingual class because the wall were fill with words, colors, and pictures in English and Spanish. The time I was observing the students took place in the carpet. Students were seated in groups of four. The teacher used hint to help students understand when she wanted students to talk to each other. The teacher also had a word wall only in English. Books were arranged by level and by language. There are a lot of pictures all around the classroom to help support students learning. The tables were arranged by groups and on top of their desk there were a name tag with the number and the colors in English.
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 physical layout in this classroom consists of the students’ desks in small groups around the classroom and three small group tables at the front of the room, side of the room, and back of the room. There are also cabinets up againt the walls and drawers in the counter in the back of the room. They have the alphabet twice on the wall and numbers one through twenty on the wall, along with pictures that show each number. The room is not very colorful because it is a bluish white color, but the things on the wall make it more comfortable. There is a master schedule on the wall as well. There are labels around the entire room like wall, chair, desk, window, door, etc. There is a Smartboard in the front of the room behind one of the group tables, and two computers beside it. There is also a board behind the Smartboard. To the right of the Smartboard in the c...
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.
Instantly, the bright lighting and cleanliness of the interior of the facility struck me. The bright lighting seemed to highlight the multi-colored artwork and durable furniture in the room to make the space feel child-friendly. Organization was one of the key aspects that helped the teachers and children have a safe and fun learning experience. For cleaning and emergencies, essential items and areas were labeled properly, and were accessible to adult caregivers, but out of reach to children to prevent health and safety risks. The floors were clean and free of clutter to promote free movement and play in each classroom. The toys were child-sized, and there no small, detachable pieces to avoid choking hazards. Within the classroom, the interest centers are arranged along the walls, and during reading instruction, the middle area is used to form a reading circle. The preschoolers had a variety of activities to choose from at each interest station. The Block Center had Lego blocks, wooden blocks and shapes; The Writing Center had dry erase boards, paper and pencils; the Cooking Center was filled with play foods and a child-sized kitchen set; and the Math Center had wooden stick and rubber cubes for counting. The teachers interacted with the children by guiding activities in the classroom, allowing the children to play independently on the playground, constantly communicating behavioral
He drew a diagram on the board of a typical classroom set up found in most any classroom in the United States. He stressed that this layout is most convenient to only one person, the school janitors. He said it is easy to clean, but creates problems for the classroom teachers. He suggested that there is not one set layout for classrooms, because of room size, furniture makeup, and etc. He said the most important thing in room arrangement is to create great flow with minimal "cost" to the teacher. He stresses that teachers need to be able to exert the minimal amount of effort to reach all students. The cost refers to the amount of energy exerted by the teacher.
The environment of the classroom is a very important component to how a child learns. It is important to have different learning centers within the room. Ms. Casillas ' room had a writing center and a reading corner. It is tough to have a learning center for each subject taught, when you are limited to one classroom because there is not enough room. Even though the space is small, the room is very organized. In the front of the room, there is a whiteboard where Ms.Casillas puts the date, the helper of the day, and any other important news she wants to share with the class. There is also a smart board in the classroom. The smart board was used for various circumstances ranging from writing sentences, to playing matching games to help with their words for that week. The class also has an iPad for every student. The students used the iPads for recording themselves when they read. Using technology for this is very useful because it allows the child to hear how they sound when they read and fix what needs fixing. The environment of Ms. Casillas ' classroom is great for successful learning.
Creating such an environment entails arranging a practical physical layout that allows me to move about the classroom and interact with students, as well respond quickly and unobtrusively to student behavior that interrupts a classroom. A practical arrangement ensures that students move comfortably to the areas in the classroom where they can obtain materials and work respecting personal space. (Rule 3, 4) Also, arrangement should support the type of academic
Walking into a Waldorf classroom one might notice a sense of calm, the smell of bread baking, or feel like they've walked into a room of their home. There are plants in the corners and windows; soft silks in earth-tones tastefully decorate the tabletops and hang from the ceiling upon tree branches. Songs float on the air, transcending the space between classes. Wicker baskets filled with basic wooden toys line the walls and shelves. One might also notice candles on the table, baskets full of beeswax, and instruments around the classroom (Schmitt-Stegmann, 1997). While taking in the architectural beauty of the class, one might fail to realize that there are very few elements of a standard learning environment surrounding them (Follari, 2011).
I love walking around the school during my planning period, glancing in other classrooms and catching glimpses of the small worlds other teachers create. My room is semi-organized mayhem--books lining the walls, papers in quasi-neat piles, cameras disassembled, and intertwined masses of cords connected to scanners, battery chargers, and computers in an electronic waterfall on the back table. Other teachers have spartan quarters, everything neatly categorized and filed away. Their rooms are neat, the rows of desks lined up like soldiers at parade
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.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
During the first day of school, a variety of different students enter the classroom. These students are excited and nervous, they have their parents by their sides who are observing the classroom walls and arrangement. From the minute the students enter the classroom, students are observing the classroom environment and notice the everything. Everything in the classroom needs to have a purpose, but provide a pleasant environment. When preparing and organizing the classrooms, teachers need to consider the different variables that impact the classroom. Classrooms can be disorganized if the walls are cluttered and have no meaning The organizations of the desks, the wall decorations, and the seating arrangements significantly impact the physical environments. Students are like sponges, they soak up everything that surrounds them. In the article A comparison of actual and preferred classroom environments as perceived by middle school students in the Journal of School Health stated “studies have shown that classroom environments are closely related to a number of aspects of student
As the student teacher who has been observing in many second grade classrooms in OIS, all of them do share the same positive characteristic of an ideal learning environment. The classroom itself is well-organized and orderly which includes tables and seats that face each other instead of being put side by side. This setting, in turn, allows the students to see their classmates and encourage them to interact with one another during lesson activities. When it is time for the teacher to give instructions or to tell a story, all of the students will gather around the carpet at the center of the class. In the moment that this occurred, the pupils would engage in discussions and try out ideas as well as comment on the activity that was happening. No child was excluded from the circle and the whole class enjoyed the eye contact and facial expressions of everyone as they shared ideas. From the student teacher's point of view, by simply invest in creating such safe and interactive environment where the learners can interact comfortable both verbally and physically, the teachers are demonstrating awareness about an important aspect of pedagogical