Classroom Environment and Climate

 
My fourth grade classroom in my internship is one that has potential.  It seems that with a little more thought and effort, it could be a far more effective learning environment.  The desks are in rows facing the front with one aisle down the center.  There is a table at the back of the room used by the teacher as a work table.  There are two bookshelves, the teacher’s desk, a filing cabinet, and a coat closet in the back or the room.  Needless to say, there is little room for student work space, except at their desks.  Bookbags and coats are often strewn on the floor in the walking area, unless the assistant or I pick them up.  When I first arrived, there was no evidence of student work anywhere in the room.  Now, two bulletin boards have work on them (this is not because of my lessons, but perhaps of my suggestion).  There are three globes, two computers on a corner, and a list of eleven class rules and expectations on the front wall.
 I do not wish to demean or belittle anybody in the writing of this document.  I only observe what I see, and what I might do differently.  Mr. Hiatt is a good teacher with a caring nature for children, who always is willing to take suggestions and try them out.   It seems we have different instructional strategies, which helps me realize even more how I want my own class to feel like.
Influences on Teaching
 
My philosophy of teaching completely influences my classroom environment and climate.  I believe in experiencing learning, and lots of hands on learning activities.  I am not an advocate of doing desk work, although I realize it is a must sometimes.  Children demand discipline.  If they don’t have any, they tend to cry out for it in their own ways.  They need structure and routines to succeed, which I feel is one of the most important parts of the classroom climate.  I will definitely not be a strict teacher, but one whose students know what is expected of them. Respect is a key element in any classroom.  I will respect my students as people, as long as they respect me as their teacher.
 Student development has a lot to do with planning climate and environment.  I will not have materials in my class that are not appropriate for the specific grade level I ma teaching.  I will also set up my classroom that caters to their development for their ages.  For example, in the reading center for second grade, I might have Highlights magazines, picture books, and even some short chapter books.  I would not have those things for a fifth grade class!  My classroom will accommodate my students.

The Learning Community
What I have learned most during my internship is to make learning fun.  If the students do not look forward to school, or are afraid to talk to the teacher, learning becomes a chore.  I hope to be an open-minded teacher with fun and effective learning taking place in my room.  With extra effort and planning, children can take away valuble lessons that reach beyond the facts.  For example, we could do a play at the end of a unit on North Carolina history about what we learned.  Perhaps we are reading a book, and throughout we play a book trivia game for reading comprehension.  Making learning fun is making learning successful!

Arrangement
 I like this arrangement because the desks are in groups.  I like cooperative learning.  When I was in elementary school, I learned as much from my classmates as my teacher because our desks were in tables.  I think it is essential that there be room o the floor for kids to sit.  Seatwork is tiring! I want centers in my room so students can use their free time doing something constructive.  Free writing and free reading encourages them to do these activities for fun.  I will have animals as part of my learning environment.  They teach responsibility, and have been proven to relieve stress!  Animals are fascinating, and educational!
Routines
Structure and routines can make or break a class.  They are a critical element in a successful classroom.  I noticed three routines in my internship.  Two seem to be effective, but one could be modified.  One routine is lining up.  The class is split into two groups of desks, with an aisle down the center.  The teacher will call upon the group that is the most quiet to “line up for P.E.”  This encourages the kids to be silent while a transition is being made.  This routine proves to be effective.  Another routine, which is my favorite, is getting the students to settle down if they are being too rowdy.  The teacher goes to the board, and writes the words “Good Day” on the board.  If by the end of the day, all of the letters have been erased because of their behavior, they are on silent lunch the next day.  I am not an advocate of silent lunch, because I feel that kids need that time to socialize.   However, with the Good Day routine, they have 8 chances to get it right.  This is plenty of chances, and if they get all of them erased. Perhaps they deserve silent lunch.  This is the most successful routine in this class.  The last routine I observed is the one I feel should be modified.  It is the routine that starts off the day.  The students come into the room, and have about ten minutes to sharpen their pencils and settled.  This time tends to turn into a crazy ten minutes!  I think the students need a puzzle activity, math problem, or some other activity to be doing while they are waiting for the announcements.  I would definitely do all of these things in my classroom, with a little modification!