Each classroom has
a unique set of rules and routines. Because of this the environment
is different in each school and in each classroom. At Beech Mountain
Elementary, the small size of the classroom and the combination classeshave
a huge influence on what the environment is like. In Mrs. Aldridgeclass,
it is hard to create a special area for each grade but it is setup well for
the situation.
When you firstwalk into
the room, the desks are the first things that are noticed. The second
graders face one direction and the third and fourth gradersare facing another
wall. It is set up this way because of the combinationclass and it
is a little easier for the students to learn and be taughttheir grade level.
There is space in between the sets of desks wherethe students can sit down
on the floor for group reading time. Studentsare really encouraged
to keep their desks neat, but usually during theday there is a lot of paper
and crayons around the desks. The bulletinboards are teacher made.
There is very little student work aroundthe room. However, the decorations
are all classroom related. For example, since they will be learning
about dinosaurs, there is a bulletinboard displaying the different types
and species.
After the firstimpression
of the physical space, the teachers themselves create a differentenvironment.
For the first few weeks in the classroom, it was hardto tell the difference
between Mrs. Aldridge being mad, having fun, andjoking with the students.
However, the students have no problem tellingthe difference and they know
when to joke back and when to listen withrespect. Once I got used to
her voice, I quickly realized that shedoes change her voice when she wants
to be sweet. Even though thevoice inflection does not change much,
the children really know how toget on her good side. An example was
when Mrs. Aldridge asked thestudents to clean up their desks, and one student
asked for a hug. Mrs. Aldridge just looked at her and even though she
yelled at the studentto get her desk cleaned up, a few minutes later, Mrs.
Aldridge was overthere giving her a hug and talking in a lower and calmer
voice.
It has been a desireof
mine to have a very kid friendly room. I have found that childrenlike
to work in small groups and during second grade, I feel it is importantto
develop these skills. It would be almost impossible for me tohave my
“dream” room, but I envision a big classroom. Up front
towardsthe board are desks in a circle or an open square. I believe
thiswill allow for better discussions during class. Children have a
lotto learn from their classmates and they have so much to share. With
the desks arranged like this, the students will be given more opportunities
to talk with their fellow classmates. In the middle of the room are
tables with four to five seats per table. This is where group workand
centers will take place. At the back of the room I would liketo have
the reading and cool down area. It will consist of overstuffedchairs,
a big rug, beanbags, lots of books, and big pillows. Thisarea will
be considered a place where students can go when they just needto get away
from the rest of the class or when they want to read or becreative.
I want them to feel safe in my room and be able to expressthemselves like
they want to. Just off to the left of this cool downarea would be Technology
Town. It is here that students would bepart of technology as it, and
they, are growing and changing. Thecomputers are placed where the teacher
can keep a careful on the students,but also so there is a little bit of privacy.
Also, there will bea T.V. and VCR for the students to use and work with.
The bulletinboards will have mostly student creations. However, I would
liketo have one with current events in the school, community, state, and
nation. My desk will be in the back, because I do want my classroom
to be morestudent led and directed than for me to just be a dictator.
Whenstudents first walk into my room, I want them to feel like they are welcomed
to learn and express their feelings and thoughts.
Because most classrooms
are not usually set up this way, and because I find that what I want todo
with my students is different from other teachers, children may notbe comfortable
at first in my room. To help them feel more acceptingof the set up,
I will begin the year off with lots of reading. Throughreading different
books and discussing them, hopefully, will open the doorfor the students
to discuss with each other. Even with math and science,I hope to bring
in literature that connects these subjects with somethingthey know and care
about. With centers, I hope to “jump right in,”but only
to let them get used to what they will be using. At first,I will allow
them to experiment on their own with the things and manipulativesI hope to
have for the centers. They will learn where to find theproducts and
how to clean up. After these routines are put into place,we will move
into working with problems using these manipulatives. The creative section
of the room will be open starting on day one. I will explain to them
that this is their area. A few ground ruleswill be set, such as be
responsible for yourself, and take care of whatis yours. I want them
to understand that the creative area is a placeof safety and they should
feel welcomed to do what ever comes to theirmind. If they feel like
making a newspaper about what we are learningin social studies, the creative
area will have supplies there for themto use. Puppets, clay, and other
materials will also be there fortheir desire and use.
I want all of mystudents
to feel like they can be a better person in my classroom. I do not want
them to be afraid of sharing or listening or creating. To make my classroom
unique, it will take a lot of time, energy, and observationof other teachers
with more experience of what works.