Structure and Classroom Management

“Effective teachers manage their classrooms. Ineffective teachers discipline their classrooms.” ( Wong, H. & Wong, R., 1998, The First Days of School, Harry K. Wong Publications, Inc.)

A Learner-Centered Environment Welcome to our second grade classroom! Here, you may find that teaching and learning look a little different from what you might expect!

Here, the emphasis is on learning, not teaching. Students work independently, in pairs, in small groups, and in large groups. They use technology as well as traditional media for a balance of routine and novelty.

In this classroom, students are encouraged to learn in ways that are new, interesting, and in sync with their individual styles.

Physical Environment The classroom environment is designed to facilitate experimentation and self expression. A primary objective is enabling students to feel secure as they listen, discuss, research, ask questions, and learn.

The Classroom The classroom is set up to promote ease of learning through independent study or work in pairs or groups of three or more. As they wish, students can move from one area to another or find quiet spots for reading or study. The classroom arrangement is flexible and may change according to students’ needs.

Learning Stations Specific areas are set up as learning stations for independent study and for working on projects in fields like reading, writing, science, math, and social studies. Textbooks, computers, calculators, writing materials, cameras, maps, and other instructional items are maintained in the learning centers.

Scaffolding You may notice many visual elements, like photos, illustrations, charts, and graphs displayed around the room. These are aids to student learning and are part of the scaffolding technique utilized by the teacher. Scaffolding supports learning by helping students to draw connections between new and previously established ideas.

Modeling and metacognitive exercises can be used in conjunction with scaffolding and are supported through visual reinforcement, as well. Key words and other vocabulary prompts are present to support learning and language acquisition. These are particularly helpful for English language learners.

Emotionally Supportive Environment Rules and guidelines help students to feel secure in the learning environment. When students play a part in developing the rules, they have a greater interest acting in accordance with them. This creates a classroom characterized by order, rather than chaos.

Rules and Guidelines Students help to develop the rules during the first days of class. They work together in creating the classroom rules, then vote, as a class, to accept or reject them. When the rules have been accepted, they are written down and displayed prominently so everyone can see them and be reminded of their significance.

Breaking the Rules Sometimes, for one reason or another, a rule is broken. When this happens, the student is reminded of the rule and its purpose and together, teacher and student discuss how to avoid future violations. If a student consistently breaks rules, that student is referred to another authority (the building principal). This helps to maintain the secure atmosphere for the remaining students.

Changing the Rules Classroom rules can be added, changed, or eliminated when necessary. The class, as a whole, determines the method for changing the rules. Guidelines regarding issues of safety are not subject to the approval of the class; however, students are always made aware of the reasons for the safety rules.

Community Connections To develop a sense of community within the classroom, student-to-student and teacher-to-student connections are established.

The teacher introduces herself or himself by revealing things of interest, such as pets, hobbies, and favorite season of the year. The teacher is careful to reveal nothing of an inappropriate nature, while, at the same time, offering students a glimpse of his or her personality. This sets the stage for establishing communication among the students.

As they become comfortable, students share information about themselves with the rest of the class. Students are encouraged to share information about their interests and their hobbies, while not revealing personal information about their families or disclosing data that could cause distress to others.

The Learning Environment Research indicates that students learn best, and retain most, when they are engaged in the learning process; in short, students learn by doing. In this classroom, students are encouraged to acquire and apply knowledge through various methods and media.

The emphasis is on understanding of a skill or concept and its application, not on rote memorization. Students are encouraged to approach the learning task in different and various ways. Inquiry and analysis are supported, and critical thinking is emphasized.

Students gain and share understanding through discussion and group study. In small and large groups, students support others by engaging in shared research, asking questions, and collaborating. Students design art projects and compose and perform original stories and plays.

Students demonstrate elements of successful teamwork. They show the ability to cooperate with others, exhibit patience, maintain focus, take turns with group mates, speak up in support of ideas, and communicate clearly.

Through cooperative learning, students acquire skills that enable them to engage in further team-oriented tasks. At the same time, they understand and support learning styles different from their own.

The Learning Experience Curriculum and instruction are intertwined, and one directly impacts the other. Because the instructional approach for all students is not the same, each student’s learning experience is different.

The goal in this classroom is to provide the best experience possible for every student, enabling each one to start on a path of lifelong learning.

References Rodriguez, L. (n.d.) Classroom management. Retrieved from Wong, Harry k. & Wong, Rosemary T. (1998). The first days of school. California: Harry K. Wong Publications, Inc., as cited in Allen, S., Keiser, L., Navarra, J., Sanders, R., & Shaw, C. (n.d.) Taking teaching & learning seriously. Retrieved from les/ClassroomStructure.htm les/ClassroomStructure.htm Kagan, S. & Kagan, M. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.