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Rational: I decided to arrange my classroom in this way because it gave students an opportunity to work in groups or pairs effectively and

efficiently, and to switch between the two simply. I also made it a point to put the computers in the back of the room because I've noticed that students often get distracted if they are on the side of the room. I also wanted the reading carpet and table in the back because it felt natural to me to put them there. The student arrangement is based on some of the bullets from " lassroom !anagement" by arolyn !. "vertson and "dmund T. "mmer on pages #$ and #%. It points out that you'll want to think about when arranging tables and desks, such as room to walk among desks, and thinking about high traffic areas where students will walk to. I did this in my classroom by putting coats ne&t to the door where it would be a high traffic area out of the way of desks so nobody would notice if someone comes in late. I also did this by putting the teacher desk at the front of the room but on an angle where I could see the whole room and was approachable from all angles. I also based the arrangement on the ' theories contained in the

article from "dudemic. These theories propose that students need more than one kind of way to remember things. (y being by a "shoulder buddy" or table group students have an opportunity to e&ercise these different theories with each other. )hether it's student to student, student to content, or student to instructor it's possible to engage in these from their seats and truly understand content in their own ways. This fle&ibility in arrangement is important for students to have as well as teachers to cater to. *e&t I took a look at an article I've used for +pecial "ducation course work, from the ,ournal ""&ceptional hildren". )ith several hearing impaired students in my placement and having a close friendship with several students here at the -niversity of Illinois who happen to be in wheelchairs I wanted to make my whole class accessible. )ith the way desks are arranged students could maneuver easily in wheelchairs, and an interpreter could sit comfortably in front of the smart board. These are some of the points raised by the article, that even if laws are challenged and students are allowed to be mainstreamed classes might not even be accessible. This is why it is a passion of mine to make sure that I could give any student a .uality education. The way the rug is arranged in the back even allows students to flow though easily. )ith the space between desks a chair could easily fit in any part of the room. /inally an article from 0anderbilt -niversity e&plored the needs for all students to engage in learning based on several case studies. The results suggest that students need to be facing instruction at all times, if their backs are to the board they tend to disengage, so in my class every desk is facing the board as best as possible, or at least they should never have to turn completely around to see the board and are constantly engaging in student to student learning so they are still involved in the class. In all these ways, the classroom I have created is effective, e&citing, and engaging1 I can not wait to implement something like it in the near future.

Citations:
"vertson, ., 2oole, I., 3 the IRI+ enter. 456657. "ffective room

arrangement. Retrieved on 8month day, year,9 from http:::iris.peabody.vanderbilt.edu:case;studies: I +<66#.pdf "vertson, . !. 3 "mmer, ". T. 456#=7. lassroom management for elementary teachers, >th ed. (oston, !?: 2earson. @epi, Aatie. "? +imple Buide To ' omple& @earning Theories." ? +imple Buide To ' omple& @earning Theories 4n.d.7: n. pag. )eb. 2urdue, Aerry. "(arriers to and /acilitators of Inclusion for hildren with Cisabilities in "arly hildhood "ducation." ontemporary Issues in "arly hildhood #6.5 4566>7: #==. 2rint.