1. Isaiah Ham 2/28/2016 Classroom Design 1st Grade
Mrs. Galanides
Isaiah Ham 2/28/2016
Classroom Design
1st Grade

2. Security and Shelter
Classrooms should prevent students from being harmed or negatively impacted by extreme weather, outside temperatures, loud sounds, or dangerous odors. If these elements of the classroom are not managed no other classroom function will be effective.
Physical security is one component of security and shelter which focuses on controlling dangers and distractions, as well as providing students with disabilities accommodations to meet their needs.
Psychological security is the second component focused on ensuring students feel safe, comfortable, and welcomed. Walls should not be left bare and students desks should not be arranged in a high traffic layout.
(Weinstein 2011)

3. Security and Shelter Example
Psychological security is addressed in this arrangement by pictures, posters, and items covering the walls. As well, pillows, carpets, and colorful chairs create a softness which is welcoming to students.
Physical security is established with the heavy and difficult to open automatically locking door, as well as the decent smell of the classroom.

4. Social Contact
Social contact focuses on what level of student interaction you intend for based on how you arrange student desks. Clustered desks result in high levels of students interaction and group learning assignments. Desks in rows reduce interactions and allow students to better concentrate on the content being instructed. It is unreasonable to give students individual assignments who are seated in clusters and expect them not to talk. Classrooms can also be arranged to allow the teacher to move smoothly and quickly assist students. Desk arrangements can be shifted for each particular activity depending on the desired level of student interaction.
(Weinstein 2011)

5. Social Contact Example
The desks are arranged in 3 separate clusters. I have not observed students working independently at their desk for longer than 10 minutes. This is due to the frequent rotation at different tables and the carpet for various learning activities. This classroom layout and Mrs. Galanides teaching style, which encourages social contact, is consistent with the textbook description for easy teacher movement and high student interaction.
Carpets
Desks
Group Tables
Computer Desk

6. Symbolic Identification
Classrooms should be a representation of the students and teacher who occupy the area. They should not be left empty or appear impersonal. Classrooms can gain personality which incline students to enjoy the area by posting student’s art work, writing, and banners. Student cultures should definitely be reflected in the items placed around the room. Teachers should also display items which reflect their own culture and background such as a college banner. Teachers should be sensitive in what they place in their room as it may disturb some students.
(Weinstein 2011)

7. Symbolic Identification Example
Mrs. Galandies classroom demonstrates symbolic identification in many aspects such as having students art work covering the walls, banners, and images of African American historical figures.

8. Task Instrumentality
Task instrumentality focuses on the manners in which classroom arrangement and be adjusted to assist in the completion of classroom tasks. It is important to be mindful that simple features, such as a reading group table next to a chalkboard, can be distracting to some students because the large chalkboard presence. Further, any teacher and small group activities should occur in a manner that allows the teacher to observe the entire class. Pathways should be clearly designated and students should have easy access to materials when needed.
(Weinstein 2011)

9. Task Instrumentality Example
Mrs. Galanides class arrangement uses the layout to her advantage. One key example is the carpet. As you can see from the image below students initials are on each strip of yellow tape. This is their assigned seating position during story time and carpet learning activities. Typically students who are working in groups will be positioned at various corners of the class. This prevents groups from interrupting one another.

10. Pleasure
Pleasure refers to have overall attractiveness of a classroom. This can be accomplished with simple items such as plants, wrapping paper, and lamps. This is often an overlooked function but studies have shown that less attractive rooms result in lower testing grades, poorer attendance, and even decreased heath in some students. One way to balance pleasure is to have variations in the classroom. For example, it is not pleasing to have the entire classroom with a fuzzy carpet. However, a small fuzzy carpet strategically placed for a reading corner is pleasing.
(Weinstein 2011)

11. Pleasure
Mrs. Galanides classroom is decent in terms of pleasure. There are pillows, large yoga balls, and even individual carpet squares for students. There is an obvious presence of clutter throughout the room. Much of this is due to the students as when I first arrive there is little clutter, but by the time I leave that is not the case. I would recommend putting a curtain or sheet over the cabinets so students cannot access items so easily.

12. growth
Growth focuses on how the classroom facilitates students development and progress. This can cover development of all facets including self-confidence, academic learning, organizational skills, etc. A primary tool to encourage student growth is having a vast supply of books and other reading material. By constantly engaging students with material they are not familiar with they become stimulated to explore. Crossword puzzles, academic based board games, and other cognitive focused activities can also cultivate growth.
(Weinstein 2011)

13. growth
Mrs. Galanides does a great job at encouraging growth among students. She does this by providing students with baskets of books that can be shared throughout the class. These books change every week in relation the weekly theme. She also takes advantage of the room layout and has north, south, east, and west directions labeled. During instruction she often makes connections to the real world. Despite this not being mentioned directly as a component of the growth function, I believe her adding this into lessons is stimulating for students.

14. References
Weinstein, C.S., Romano, M.E., Migano Jr., A.J. (2011). Elementary Classroom Management: Lessons from research and practice (5th Edition) . New York, NY: McGraw-Hill