The Importance Of Internal And External Classroom Environment Within The Classroom

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Due to various contexts, internal and external within the classroom, there is a need to consider all the implications these have on teaching. For example, student’s development, the environment and how the curriculum will be delivered needs to be considered in order to assist in the students learning as well as planning for the four week block practicum.

The internal classroom environment has a significant impact on teaching and learning. In Miss Dowson’s year three classroom, the chairs and desks are arranged into rows. This promotes individual and independent learning as specified in the behaviourist view of learning. The implications of this seating arrangement can prove difficult to accommodate group and it can hinder peer communication
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Due to a variety of backgrounds and mixed ability levels, the educator structures the lesson to an average students understanding then differentiates tasks for excelled students and provides further guidance and assistance for those students who are experiencing difficulties. This is an implication on planning and conducting lessons as the amount of content covered and the delivery will be altered with various differentiation in the tasks, groupings and resources (“Methods of Differentiation in the Classroom”, (n.d.). The amount covered in each lesson is small and basic, with extension activities for advancing students. These extension activities move into curriculum content covered in the next year level, in this case year four. However, the majority of teaching time is spent with students who require additional support in their learning. To combat these time management issues, the educator ensures a more appropriate level of challenge for these students with fewer activity questions with increased teacher…show more content…
There is explicit teaching however, students are then encouraged to work independently then share their ideas. This is extracted from the cognitive learning theory of constructivism whereby students are active in their learning; they are self-regulated and learn through social interaction (Duchesne & McMaugh, 2016). The consequence of this on teaching and planning lessons is to create lessons where students have opportunities to participate in inquiry based learning, share their ideas and work with the class or a peer and use their skills to develop and master concepts (Fox,

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