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Classroom Design Savannah Crowder March 4, 2015 First Grade: G.H. Reid Elementary School.

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Presentation on theme: "Classroom Design Savannah Crowder March 4, 2015 First Grade: G.H. Reid Elementary School."— Presentation transcript:

1 Classroom Design Savannah Crowder March 4, 2015 First Grade: G.H. Reid Elementary School

2 Security and Shelter O This function involves creating a protective, caring, warm environment. This includes physical security and psychological security. O The rugs in my Practicum classroom provide a “softness” to the classroom. The children sit on the rugs for class meetings, read-alouds, and sometimes independent reading. This helps create a warm environment where children feel safe and comfortable. My Practicum teacher also has a comfortable chair that she sits in to hold class meetings, read-alouds, etc. The children are allowed to sit in the chair while doing independent reading. This also adds to creating a comfortable environment. O The classroom is also set up so that the desks are not too crowded and there are separate areas (or “centers”) for different things. This helps diminish distractions, and create a comfortable non-hectic environment.

3 Social Contact O Social contact includes the interactions among students. This function includes how you set up your classroom to maximize or minimize student interactions. This includes your seating arrangements (ex: clusters for more interactions or rows of desks for more individualized work). O My Practicum classroom has the desks set up in groups of two that are in two rows. My teacher has arranged students in a way that minimizes distractions, but still includes interactions with other students. There is easy mobility and this seating arrangement really seems to work well in her classroom. O My Practicum teacher has also placed the pencil sharpener at the back of the classroom so that it doesn’t distract all of the students during instruction. (She also encourages the students to have two sharpened pencils in their desk at all times to minimize time spent sharpening pencils during instruction.)

4 Symbolic Identification O According to Weinstein and Romano (2015), “…symbolic identification refers to the information that a setting provides about the people who spend time there” (p.35). For example, hanging up children’s artwork, stories, or pictures in a classroom. This mostly includes personalizing your space. O In my Practicum classroom, my teacher hangs up artwork that the children have done. She said to me that she always has something that the children have done hanging up (even with minimal wall space/hanging space). I also noticed that my teacher has all of her students pictures on her door. This makes the students feel like they are part of the classroom and gives the classroom a personalized feel. When the students work is hung up it enforces that the children’s work is important. O My teacher also has pictures of her family on her desk (not pictured). Behind her desk, she has artwork that the children have done for her hanging up. The classroom also has a poster that includes all of the children’s birthdays. This is important because you can honor each individual student (and helps your classroom to be more personalized).

5 Task Instrumentality O Task Instrumentality is defined by Weinstein and Romano (2015) as, “…the many ways in which the environment helps us to carry out the tasks we need to accomplish” (p.37). This can include organizational cubbies and/or specific places for materials. O In my Practicum classroom, the students hang up their coats and backpacks in an open closet with hooks. This keeps their personal belongings that they do not need for learning away from them so that the students will not get distracted. O My Practicum classroom also includes labels on bins or specific areas designated for materials/things students may need. The students know exactly where to get the materials they may need without having to interrupt the teacher or disturb class. O The students in my Practicum classroom also have desks that have a built in place for them to keep materials such as pencils, crayons, books, and whatever else they may need. This definitely helps to minimize disruptions.

6 Pleasure O This function includes how to make your space attractive and pleasing. This helps create a positive and comfortable learning environment. What you do to make your classroom attractive. O In my Practicum classroom, my teacher has hung up posters, has a big comfortable chair, rugs, a stereo, and involved bright colors (posters and bulletin boards). This all adds to creating an attractive and pleasing environment. This helps brighten up your classroom and make it a beautiful classroom where children want to be and want to learn.

7 Growth O Growth includes creating an environment that promotes children’s development. This can include different areas in your classroom that each promote learning (ex: reading center and writing center). O In my Practicum classroom, my teacher has divided her classroom into different centers (for reading and writing). She has built a small classroom library (despite difficulties and limited resources at the school), determined that the rug area is the reading center, and the table that seats multiple children is the writing center. My Practicum classroom has many activities that students can do as well; ranging from puzzles to art supplies. The classroom also includes three computers where the children can play games for each subject. All of the activities, books, computers, and centers can all promote growth.

8 References O Savannah Crowder’s pictures, G.H. Reid Elementary School, Ms. Beard’s classroom, RM number 105 O Weinstein, C., & Romano, M. (2015). Elementary classroom management lessons from research and practice (Sixth ed.). New York, NY: McGraw-Hill Education.

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