Classroom Management System Assignment

Part 2

Lori Smale

Within my classroom, two grade levels are taught. This makes for an interesting class set-up. When standing in the doorway facing the class, the second graders are on the right and the third graders are on the left. In the very center of the classroom, against the windows is Mrs. Aldridge’s desk, a sort of dividing line of the room. The center space between the two grades is left open and is used for group work and story time. The desks are arranged so that the second grader’s backs are toward the third graders, but the third graders are sideways to the second graders (see below)

The third grade section faces a wall full of information for capitalization and other writing rules. There is a large dry-erase board, which is rarely used, in favor of a smaller one that sits on an easel. I think the smaller easel is more effective, since it allows the teacher to sit closer to the children and to write on their eye level. It makes the environment more personal. To the right of the students is a bookcase full of books that the children may look through, as well as a collection of magazines used for cutting pictures for collages. I have not seen the children use the books very often, but the fact that they are easily accessible makes me think that the children are free to borrow the books at any time, as long as the they are returned.

The second grade side of the classroom seems to be a bit smaller. The six desks are arranged in three rows of two and face a large dry-erase board. The desks all sit rather close together and close to the board. The teacher’s desk is nestled in the corner, also close to the children’s desks. This side of the classroom tends to be out of their seats very often, coming to the teacher whenever they need help with an assignment. The fact that the children feel free to come to the teacher with any question makes me feel that this is a very open and free classroom. The children are not intimidated by the teacher at all and know that she will try to help with any question they have. This side of the room also has a bookcase with many books on it. The books on this side are targeted more toward this grade level.

Overall, this combination classroom fosters learning by creating an open environment where the children feel safe to ask any question, knowing the teacher will do her best to answer. This classroom also has a very low student to teacher ratio, with only 6 second graders and 5 third graders. This makes it much easier to have one-on-one help when it is needed. I think this is wonderful for the children. The teachers seem to know how each child is performing and what they need to work on. The rules are directly stated, as well as the consequences if the rules are broken. Every day’s schedule is posted by the door for the children to see. This way, they know what they will be working on that day, and in what order. Children thrive on routine, and this classroom provides the routines needed.

Below is a sketch of how I might arrange my classroom. This is only an idea, however, because in a real classroom setting I might find that this does not work, and would have to rearrange accordingly.

I feel that rows are too formal for my classroom and would try to arrange the desks in small groups, with the number in each group depending on the total number of students. I would have my desk on the side of the room. Having my desk in the front would not only be too formal, it would be in the way of the board. Having it in the back, I would only be able to see the backs of my students, should I be at my desk while they are working on something. If a child needs help, they only need to look to the side while raising their hand, and not have to twist all the way around to see if I have noticed they need help. Hopefully, I will not have a tiny classroom, so that there are areas where I can put centers as well as a quiet reading space. I would like to include both of these, but if I can only have one, I would have the centers, as they can double as quiet areas. If there are not lockers either inside the room or out in the hall, I would make a space for the children’s backpacks and coats, as trying to keep these items at their desks is too much clutter. The idea of “the rug” also appeals to me, and I would try to have one in my classroom. This is a great place for whole class learning, where the children would feel less confined and more informal. The rug is also a good place for quiet group activities, such as listening to a story after lunch.

My philosophy of teaching includes an environment where children are enthusiastic learners. My students would feel free to ask questions and to make mistakes. In general, I hope to have an open and fun atmosphere where a great deal of learning takes place. I feel that a classroom environment that is spacious and inviting encourages children to want to be there. My classroom will not be a sterile learning environment. It will be one where the children feel comfortable to relax and take in knowledge from every source available. I hope that my students will feel safe in their classroom. Furniture should be arranged to ensure ease of movement around the classroom, as well as avoiding a claustrophobic, closed in feeling. I want to arrange my classroom so that, while it is school – a learning environment, my students will feel like it is their home away from home.

My leadership style tends to be one of working with my students instead of being the “giver of knowledge” and expecting my students to be the receivers of the knowledge. I hope to learn from them while they are learning from me and from each other. I will try to arrange my room so that the students understand this. The placement of my desk alongside theirs is an announcement, although unspoken, that I want to work with them.

After reviewing the developmental study of third graders, I have found that the following ideas relate to what I have created in my ideal classroom:

Intellectual:

Reading may become a major interest

Enjoys planning and building
Recognition can be achieved by producing things

Longer attention span
Enjoys creating elaborate collections

Social/Emotional:

Interested in rules and rituals
Strong desires to do well

Finds criticism or failure difficult to handle
Views things as black and white, right and wrong, wonderful and terrible, with very little middle ground
Seeks a sense of security in groups, organized play, and clubs
May become upset when behavior or school work is ignored

http://www.ltl.appstate.edu/436/student/grlevcase/3rdgradedevelopmentalstudy.html

The way that most of these characteristics have been covered is by the idea of centers. In centers, children can work in either groups, pairs, or alone. Children can have time set aside for reading or other quiet activities that may require a longer attention span than they were capable of before. They can also improve in areas where they are having problems. If more improvement is needed, I will be open to helping that student to reach a level that is appropriate, thus decreasing their failure rate and increasing their self-esteem.

In my classroom, I hope to foster and develop a learning community

where my students can thrive. I will do this by encouraging self-discovery. Books will be made available to my students at all times, whether they need to look up a word in the dictionary or look for a picture of something they are studying for a clearer understanding of it. I want my students to feel as if it is their classroom and not simply my room that they spend six hours a day in. This will be accomplished by encouraging the children to help establish and enforce the rules. Classroom duties will be assigned and kept up with. I want my students to feel proud of their classroom. It is difficult for a student to concentrate on learning the school material if they are worrying about other, non-academic issues of the classroom. By establishing a routine in the beginning of the year, they know what to expect and can find comfort in that routine. The understanding that not everyone learns at the same pace in the same fashion will be understood by my students and me. This helps the slower learners to realize that simply because it may take them a bit longer to grasp a concept, they are not “bad”.

All of my ideas for a classroom setting are, right now, ideal. I hope that I can use as many of my ideas as possible, with only small adjustments. Space is one variable in the equation that cannot always be counted on. Flexibility is one trait that is necessary when teaching in the classroom, both for dealing with the students and your classroom setting. I hope to be able to utilize as much flexibility as possible while still upholding my standards in my classroom.