Within my group, which consisted of fourth and fifth grade levels, one of the most focused upon classroom management routines was what students do when they first arrive in the classroom in the morning.  I chose this particular routine due to its organization and effectiveness.
 As students begin to trickle into Ms. McKinney’s fourth and fifth grade class, they get settled at their desks and set right to work.  Occasionally, they need a reminder that there is something for them to do and Ms. McKinney appropriately provides them with that reminder.  Every morning a math problem, either on the dry erase board, chart paper, math activity big book, or some other medium, awaits the children.  They know it is there to be solved, as they discuss it later during Math.  They work to solve the problem until the bell rings for Spelling.  Having a regularly set problem, in a specific area of the room, each morning, helps the students settle more quickly and focus on school.  It also prepares their minds (in a sort of warm-up activity) to begin another day, full of learning, at school.  Ms. McKinney uses this time to meet with students and prepare and organize for the next class.
 The school day at Beech Mountain does not officially begin until 8:15, however, due to the early bus run and children who get dropped off, many arrive at school early.  Children are very rambunctious and excited in the mornings when they first see their friends at school.  This excited craze was uncontrollable and needed a remedy.  Ms. McKinney implemented this arrival routine in order to reduce the chaotic disorder that came with the student’s arrival.  She has used it for the last six or seven years and it has been very effective.
 I will definitely use this management routine in my classroom.  It helps get the students ready for class and it shows them that the classroom is a place for learning at all times.  I believe there should always be some kind of learning going on in a classroom.  This routine is a great way to begin learning everyday.
 I would make a few modifications to the routine when implementing it into my classroom.  I realize that being consistent, in the sense that Ms. McKinney always has a math problem, is helpful to the students because they can anticipate what sort of activity they will have to do.  However, I would definitely vary the assignment, perhaps focusing on a different subject each week, so that it would not be as predictable.  I would choose an activity that was related to the topic being studied in that particular subject.  This would encourage the students to begin creating ideas and questions about it.  Later in the day, I would tie the assignment into the subject area from which it was taken.  In this way, the activity will have a greater purpose than just settling and focusing the students.  It could serve as a sort of subtle introduction into the subject.  It would be interesting to see if the students could make the connections between the activity and the subject of focus on their own, before they were discussed in class.
 I think this is a wonderful routine that is obviously effective, as so many teachers employ it.  Both students and teachers will reap the benefits of this routine.
 
 

 Ms. McKinney’s classroom is small and space is very limited.  The particular aspect that is the focus of my attention is the close proximity of the lockers and the student’s desks.  The lockers are so close to the fifth grader’s desks that they need only lean over a little and they can reach their lockers.  It is treacherous to attempt to pass through the narrow walkway between the two.  If a locker is open, with a child at it, it is impossible to pass through.  The location of the lockers also creates disturbances within the classroom.  Since the lockers are right there, students are constantly getting up and down, in the middle of class to get something.  I realize that space is limited in the classroom, but I would try to put the lockers in an area that would not create as much of a distraction.
 Each of the two grades is grouped on either side of the room.  They are separated by a wide walkway, which leads to the front of the room.  At the front of the room is the dry erase board.  It is strategically placed so that the students face the board from their desks.  There is a large metal cabinet (that squeaks when the handle is turned to open it) in the front of the room also.  This creates a bit of a proximity problem, too.  The cabinet is directly in front of the two front row desks on the fifth grade side.  Therefore, whenever anyone opens the cabinet, the front row students’ view is blocked.
 In the back right hand corner of the room is Ms. McKinnney’s desk.  Behind it are some bookshelves and filing cabinets.  Across from Ms. McKinney’s desk, on the opposite wall, are two computers.  Between Ms. McKinney’s desk and the two computer tables is a large open floor space.  This is the symbolic “rug” area where the students gather to do group work or lazily listen during read aloud.

 Since I plan to be teaching primary elementary, I want my classroom to be structured so that it supports small group activities.  I think it is important, especially at this age, for children to work together.  This will provide necessary support to kids who may not be prepared to tackle some activities on their own.  It will also provide an area for individual activity.  I would have the student’s desks arranged in small clusters of four to six each.  There would also be areas (tables, floor spaces) away from the desks that students could work at, either in groups or individually.  All children, particularly younger ones, need to be able to get up and move their bodies.  The option of working in different areas will help break up the monotony of sitting at the desks all day.
 I would have my desk at the front of the room, facing the students.  This placement would allow me to have a relatively constant watch over the class.  This would enable me to observe the students as they work and notice when a student is struggling or off task.  I would have shelves and filing cabinets behind my desk for easy access to materials.
 Bookshelves would line the walls and be overflowing with books of various kinds and levels.  The walls would be decorated with student work to give them a sense of comfort in and ownership of the classroom.
 I would like to have the student’s lockers or cubbies outside of the classroom or at least, in the back of the room.  Everything the students would need for each section of the day (like beginning of the day until break or from break until P.E.) should be at their desk when they need it.  I know this may be asking too much of young children, but I feel that constant trips to and from lockers is too distracting for the entire class.  I want to avoid this disturbance as much as possible.
 I would definitely have a “rug” area for reading aloud.  It could also serve as a place for small groups to meet.  In this “rug” area, I would have some beanbags and big pillows that would promote a comfortable environment for reading.  I want students to associate reading with relaxation and enjoyment and I think this will help accomplish that.

 I want kids to feel like the classroom is their own, so I would decorate the walls with their work.  I hope to achieve an air of comfort and enjoyment in the classroom.  I would do this by displaying student work, organizing a “rug” area, and having an encouraging and supportive group work environment.
 I consider good classroom management to be a very important aspect of a successful classroom.  The placement of my desk at the front of the room would promote good classroom management, as I would be able to see the class and observe the students the majority of the time.
 I want to teach children that it is important to respect the ideas of others.  They should realize that lots of people make lots of ideas and opinions.  I hope that encouraging a group atmosphere, by arranging the desks in clusters and having other areas conducive to group activities, will promote socialization and cooperative learning.

 According to the developmental study of second grade students, my classroom setup will contribute to student development in several ways.  Intellectually, second grade students have a strong interest in reading for pleasure.  My “rug” area will provide a great place for students to read comfortably during silent reading.  At this age, children also enjoy planning.  Group work demands large amounts of planning:  who does what, when, how much, etc.  Emotionally and socially, second graders want to be with their friends and they seek a sense of security in groups.  My group friendly environment fosters this group security and association with friends that children need at this level.  It is also important to second graders to have recognition of their accomplishments.  It is my job, as a teacher, to model how groups can recognize and appreciate individual and group accomplishments.

 Classroom management is an area of concern to me.  I think it is very important, so I plan to address it in the very beginning of the school year.  This will prevent any bad habits from being formed.  I will do this by establishing reasonable student chosen rules and consequences.
 I want to promote a pleasurable reading environment.  Reading is a vital part of learning.  I will devote time each day to various types of reading, such as reading aloud and silently, to ensure a balanced reading program.
I want to ensure that students recognize at an early age that we learn more when we share our ideas.  I hope to open student’s minds to the concept of cooperative group activities to obtain the maximum benefit.