classroom arrangement
TRANSCRIPT
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