1. Classroom Design Project Eliza Nolley March 11th, 2015 Second Grade

2. Security and Shelter “This is the most fundamental function of all built environments. Like homes, office buildings, and stores, classrooms should provide protection from bad weather, noise, extreme heat or cold, and noxious odors” (Weinstein and Romano, 2015, p. 27).

3. Security and Shelter Add elements of softness Arrange space for freedom from interference Create a “retreat” area (Weinstein and Romano, 2015, p.45)

4. Security and Shelter The classroom has wide paths around every table to make mobility easier and safer. The area in front on the doorway is kept clear of furniture to provide for safe entry and exit from the classroom. The door to the classroom automatically locks to help protect in the event of an intruder. George F. Baker Elementary, Henrico, Grade 2

5. Social Contact “As you plan your arrangement of students’ desks, you need to think very carefully about how much interaction among students you want because different arrangements facilitate different kinds of contact” (Weinstein and Romano, 2015, p.30).

6. Social Contact Consider how much interaction among students you want Decide whether or how you will assign seats Think about whether you are making contact with all your students (Weinstein and Romano, 2015, p. 30)

7. Social Contact The teacher has the students sitting at tables instead of individual desks. Three students sit by themselves for individual work but come to the tables when there is group work. George F. Baker Elementary, Henrico, Grade 2

8. Symbolic Identification “The term symbolic identification refers to the information that a setting provides about the people who spend time there. The key questions are these: What does the classroom tell you about the students – their interests, activities, backgrounds, accomplishments, and preferences? And what does the classroom tell us about the teacher’s goals, values, and beliefs about education?” (Weinstein and Romano, 2015, p. 35).

9. Symbolic Identification Personalize your classroom space so that it communicates information about you and your students (Weinstein and Romano, 2015, p.35)

10. Symbolic Identification Along the wall in the hallway the students artwork is displayed.

11. Task Instrumentality “This function concerns the many ways in which the environment helps us to carry out the task we need to accomplish” (Weinstein and Romano, 2015, p. 37).

12. Task Instrumentality Make sure that frequently used materials are accessible to students Make it clear where things belong Plan pathways to avoid congestion and distraction Plan adequate space for students to line up by the exit door Arrange seats for a clear view of presentations Offer students personal space in which to keep belongings Locate you desk in an appropriate place or get rid of it Separate incompatible activities (Weinstein and Romano, 2015, p. 45)

13. Task Instrumentality In the middle of each table is a bucket of supplies including crayons, pencils, highlighters, scissors, and glue. This allows the students to share supplies instead of having their own individual supplies. George F. Baker Elementary, Henrico, Grade 2

14. Task Instrumentality Against one wall there are shelves and coat hooks. This is where students keep their backpacks, coats, lunchboxes, and snacks. The shelves contain the students folders and journals. George F. Baker Elementary, Henrico, Grade 2

15. Task Instrumentality The shelves along the wall contain the students folders and journals that are within easy access for the students. George F. Baker Elementary, Henrico, Grade 2

16. Task Instrumentality At the horseshoe table students work in small groups with the teacher. George F. Baker Elementary, Henrico, Grade 2

17. Task Instrumentality There is a computer station with three laptops that is used during center rotation. George F. Baker Elementary, Henrico, Grade 2

18. Pleasure “The important thing here is whether students and teachers find the classroom attractive and pleasing” (Weinstein & Romano, 2015, 29).

19. Pleasure Use a variety of colors and textures to create and aesthetically pleasing environment Avoid too much variation, clutter, and overstimulation (Weinstein and Romano, 2015, p. 45)

20. Pleasure The classroom has carpets throughout the room to some softness to the environment. George F. Baker Elementary, Henrico, Grade 2

21. Pleasure The classroom has colorful posters and bulletin boards around the room. George F. Baker Elementary, Henrico, Grade 2

22. Growth “Your classroom should be more than a place where children listen to instruction, complete workbook pages, and demonstrate mastery of skills. It should be a setting that invites children into the learning experience – to explore, observe, investigate, and discover” (Weinstein and Romano, 2015, p.40).

23. Growth Stock your room with a variety of activities, both “open” and “closed” Create a rich literacy environment (Weinstein and Romano, 2015, p. 45)

24. Growth The classroom contains shelves of manipulatives and games for the students to use. George F. Baker Elementary, Henrico, Grade 2

25. Growth The classroom contains a multitude of books for the children to read. Books are found at every table as well as the cart and bookshelf. George F. Baker Elementary, Henrico, Grade 2

26. Citations Weinstein, Carol S., Romano, Molly E. (2015). Elementary Classroom Management: Lessons from Research and Practice. New York: McGraw Hill Education.