Emily North 9/29/2012 CI 406- Classroom Management #1 In order to create an environment that promotes learning, teachers must plan

and arrange the classroom prior to the start of the school year. The classroom setup should be conducive to a teachers instructional strategy and account for whole-group, small-group, and independent learning activities. Most importantly, teachers must recognize the needs of their students and create both a welcoming and accessible environment. After exploring the SMART board application, I created a floor plan to foster classroom management and represent my personal teaching style. According to Evertson and Emmer (2013), one of the first aspects of classroom design involves determining where to put computer workstations (p. 18). Out of the five computers, four are for student use and one is for teacher use. The teacher computer sits in the front of the room facing away from the students. Because too many students surrounding computers often creates distractions, the remaining computers are located in the back of the room and separated into pairs. Additionally, the monitors face the rest of the classroom so that teachers can easily supervisor student activity and internet use. Each computer is located next to at least one outlet, and the areas can be used for technology centers. Near the computers is a table for small-group instruction. Since the table is located further away from the rest of the desks, teachers and students can focus on conferences and individual tutoring. Additionally, the student chairs at the table face a back white-board, and the teacher can sit at the open spot to monitor the rest of the classroom.

Another significant aspect of classroom design is student seating. Because I support cooperative learning, the desks are grouped into four pods. All of the pods face a front whiteboard, and students only have to turn their chairs slightly to see. The arrangement allows for whole-group instruction and small-group activities without constantly moving all the desks (Burden & Byrd, 2013, p. 237). In the case that a student has a disability, pods provide more space for free movement versus confining rows with little space. Moreover, the teacher has enough space to move from pod to pod and can work with students individually or as a group. Teachers must also keep in mind high traffic areas when creating seating arrangements (Evertson & Emmer, 2013, p. 13). High traffic areas include spaces that contain the waste basket, pencil sharpener, sink, supply cabinet, etc. To eliminate unnecessary trips around the room, my classroom contains two wastebaskets and two supply cabinets (one on each side of the room). A student from each pod can collect necessary materials from the supply bin each day to eliminate crowding. Furthermore, the pencil sharpener and sink are located on the same side of the room away from student desks. As a result, distractions should be minimized. In addition to desks for whole-group instruction, the classroom library provides another area for whole-class learning. The library contains a large carpet and another whiteboard. According to Tompkins (2010), a child-size sofa, a table and chairs, pillows, and rugs make the library area cozy and inviting (p. 108). Furthermore, a listening center is set up near the couch for either individual or group use. For the classroom library or any center, Evertson and Emmer (2013) suggest using physical barriers to separate the area from the rest of the classroom (p. 20). To do so, I surrounded the area with a small sofa and reading chairs. The setup is comfortable and diminishes outside activity or distractions.

A final aspect of design centers on storage for students and teachers. There is a storage area in the front of the class organized into cubbies. Each student puts their backpack and coat into a labeled cubby for personalized space. Although the cubbies are located in an area of high traffic, students only visit the area twice a day. Additionally, the teacher can send students by pods to retrieve their belongings to reduce crowding. In terms of teacher storage, there are file cabinets and a shelf directly behind the teachers desk. Most students are not allowed behind a teachers desk, so many teacher resources are placed in this location. Additional space for both teacher and student resources is reserved on the bookshelf to the left of the heating unit. Furthermore, organized bins for extra assignments and completed assignments are located on the bookshelf. Classroom arrangement and management are inextricably interrelated. An efficient classroom arrangement is one that meets the needs of all students and reflects a teachers goals and instructional strategies. By planning in advance and noting important details, teachers can create safe learning environments that support academic achievement and exploration.

References Burden, P.R., & Byrd, D.M. (2013). Methods for effective teaching: Meeting the needs of all Students (6th ed.). Upper Saddle River, NJ: Pearson. Evertson, C. M., & Emmer, E. T. (2013). Classroom management for elementary teachers (9th ed.). Upper Saddle River, NJ: Pearson. Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston, MA: Pearson.

Classroom Management Assignment #1 Classroom Arrangement

Effectively used technology in presentation; presentation is visually appealing. (1%)

Classroom is organized in such a way as to maximize instruction. (5%) Traffic flow is effective (1%)

Areas are designated for centers and individual work areas (1%)

Desks are arranged in such a way as to facilitate both collaborative (cooperative) and whole group activity (1%)

Fixed resources (sinks, electrical outlets, computer connections) are considered and effectively incorporated into plan (1%)

Storage for teacher supplies, books, student cubbies, and places for coats, backpacks, etc., are incorporated into plan (1%)

Rationale includes (4%) Critical reflection explains why this arrangement provides a positive learning environment (3%)

Theoretical references are included (1%)

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