classroom arrangement

THE TEACHER

IN A SCHOOL SETTING(EPISODE

3)

THE SCHOOL SETTINGPHYSICAL SETTING

CLASSROOM ARRANGEMENT

BULLETIN BOARD DISPLAY

SCHOOL PLAYGROUND

LEARNING RESOURCE CENTER

SOCIO-PSYCHOLOGICAL

SETTINGCLASSROOM

ROUTINESTEACHER

ACTIVITIESLEARNERS

ACTIVITIESCO-CURRICULAR

ACTIVITIESEXTRA-

CURRICULAR ACTIVITIES *

“HOW DOES A TEACHER OPERATE OR

FUNCTION IN A SCHOOL SETTING?

HOW WILL A TEACHER MANAGE THE

PHYSICAL AS WELL AS THE SOCIO-

PSYCHOLOGICAL ENVIRONMENT IN THE

SCHOOL?” *

CLASSROOM ARRANGEMENT(Physical Setting)

How your classroom is arranged can have a big effect on your ability to effectively manage your class. *

physical environment in your classroom has a profound effect on:individual childrenthe group as a whole

You (teacher)

PHYSICAL ENVIRONMENT

LIMITED CONTROLSIZE OF THE

ROOMCOLORS OF THE

WALLSTYPE OF

FLOORINGAMOUNT OF

LIGHTNUMBER OF

WINDOWS

HAVE OPTIONS/CONTROLORGANIZE

FURNITUREWHAT

MATERIALS TO PUT OUT

WHAT YOU CAN BRING OUTDOORS TO MAKE THE TOTAL SPACE AVAILABLE TO YOU MORE INTERESTING

PHYSICAL SETTINGSafeAttractiveComfortable

Well-designed

Helps children engage in the activities you offer

Support your goals for children

Free you to observe and interact with them in positive ways

A CLASSROOM IS DIVIDED INTO INTEREST AREAS. INTEREST

AREAS OFFER MULTIPLE OPPORTUNITIES FOR CHILDREN

TO:EXPLOREDISCOVER

GROW

IN EACH, THE ARRANGEMENT OF FURNITURE AND THE MATERIALS INVOLVES CHILDREN NOT ONLY IN LEARNING BUT ALSO IN CARING

FOR THE CLASSROOM AND WHAT IS IN IT.

Interest areas:1. Blocks2. Dramatic Play3. Toys and Games4. Art5. Library6. Discovery7. Sand and Water8. Music and

Movement9. Cooking10.Computers

BLOCKS

COOKING

MUSIC AND MOVEMENT

TOYS AND GAMES

COMPUTERS

DRAMATIC PLAY

LIBRARY

SAND AND WATER

DISCOVERY

ARTS

IDEAS ON USING

CLASSROOM SPACE

Don’t be afraid to change it

based on your instructional objectives.

Don't change it

TOO often.

Maintain the same seating arrangement

during assessment as you had during the unit itself.

Try the teacher's desk in back.

Try to minimize teacher

"personal" effects in the

room.

SPACE PLANNIN

G GUIDELIN

ES

O Establish traffic patterns

OClearly define areas that need

protection

OLocate interest

areas that are

relatively quiet away

from noisier ones.

ODecide which areas need

tables

O Think about

activities that are

affected by floor

coverings

OPlace interest areas near

needed resources

OReserve areas

with lots of lights

OOrganize the room so you can see as much as

possible

DOES IT CONVEY THE MESSAGES I INTEND? *

“This is a good

place to be.”

“You belong here.”

“This is a place

you can trust.”

“There are places where you can be by yourself when you want to.”

“You can do many things on your own

here.”

“This is a safe place to explore and try out your

ideas.”

Things to

consider

Are there individual student desks or long tables?An overhead projector or chalkboard?Teacher's desk and computer desk?Bookshelves?If you don't have what you want, can you request it or bring it in yourself?

Where will you put YOUR desk? Do you

even want a teacher's desk in the room?

Do you prefer group tables or student

desks? You may or may not have a

choice. It may also depend on your

subject and grade level. This one takes

experience to decide, and you may even

change your mind from year to year.

What activity centers are important to

you? Elementary level may have many;

secondary classrooms may have a

reference area, a "student organization"

area (stapler, etc.), and an "information

station."

What storage do you need?

Sometimes open bookshelves are

important; at other times, you can

shove things in drawers.

Will you have space to display

student work?

Are there safety or fire codes you

need to know? Blocking doors and

windows are usually against codes.

There may also be a rule regarding

how many square feet per child.

Kindergarten Classroom Arrangemen

t

Primary Grades

Classroom Arrangemen

t

Intermediate Grades

Classroom Arrangemen

t

THANK YOU FOR LISTENING!

GROUP 1ABUNDO, LYNETTE L.

ALBERTO, CHINLY RUTH T.

BALISACAN, DIANA ROSE M.

BERNAL, LORENCE T.

BERNAL, VALERIE G.

BETCHAIDA, MARY ROSE R.

BOBIER, CHARLOTTE C.

BORIBOR, RICA MARIE G.

REFERENCE

http://www.readingroc

kets.org/article/311