Physical Space and Instructional Processes 1

Running head: PHYSICAL SPACE AND INSTRUCTIONAL PROCESSES

Assignment 2.2: Organizing the Physical Space and Instructional Processes Peaches M. Hubbard Jones International University Professor Pate EDU523: K-12 Classroom and Instructional Management May 16, 2010

Physical Space and Instructional Processes 2
Storage: Teacher's Instructional Guides Trashcan Blackboards
6' 4"

Bulletin Board File Cabinet

Art Supplies Locker Double Sink with Drinking Fountain

Bulletin and Chalkboard Bookcase Additional Textbook Storage Trash can

ENTRANCE/ EXIT

Window

Disciplinary Seating

he

r'

s

Co rn

Teacher's Desk

er

ac

STUDENT SEATING
Three Students to a Desk

STUDENT CUBBIES

Te

ARTS AND CRAFTS CORNER

Trash can

Storage

Math Textbooks Storage

MATHEMATICS CENTER

Computer Lab Bulleting Board

Computers & Chairs 1,2 and 3

Activity Mat

COMPUTER LAB

Mathematics Bulletin Board

Blackboard

Window

Computer Paper and Supplies Two Drawer Storage Unit

Printer

Bookcase

SCIENCE CENTER

Paired desks for partner reading 1 & 2

Reading Corner/Literacy Center

Window

Reading Circle Rug Chalkboard/Bulletin Board Science Center Rug

Science Bulletin Board

Two Drawer Storage Unit

Science Textbook Storage Storage Unit

Bookcase

ENTRANCE/EXIT FREE PLAY AREA

DVD and Video Storage

Classroom Television

Storage Unit

Playhouse and Learning Toys Center

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Classroom Organizational Chart for a Kindergarten Classroom

(Peaches M. Hubbard, Organizational Chart, 2010).

Above is the classroom map that I have created for a kindergarten classroom. The classroom is a center-based design. The centers include: mathematics, arts and crafts, science, reading, and a computer lab. The center of the classroom is the hub or focal point, by which each center is easily accessible. It can be used to complete a center based activity or an area to teach interactive lessons. I have attempted to include several storage units and make a warm, inviting and organized classroom environment.

PHYSICAL SPACE AND INSTRUCTIONAL PROCESSES

Physical Space and Instructional Processes 3

First Week Schedule The first week of school for kindergartners can be intimidating; the students are going through a lot of big changes. The first week should be fun, have ease and a flow to lessons and activity¶s, and cover the basics. The first week should be repetitive with constant review of the rules and lessons. Please see page five, table 1 for a sample schedule for the first day of school for a kindergarten class.

Motivational Efforts

Preschool to kindergarten is a big leap for students, thus, it is important to give them a concise overview of what to expect. During the first week of school it is important to review the class schedule, as well as do introductory mini-lessons for all core subjects. Mini-lessons should be used during the first week in an attempt to not overwhelm the students, to gage student skills and abilities, and to give students a general idea of what they will be doing from day to day. Kindergarteners are extremely eager to learn, full of energy, and very helpful. It is important to assign tasks to students, and to make certain that every student has a classroom duty. Two activities that I would incorporate to motivate students to learn are learning games and teaching songs/nursery rhymes. Simply things such as having student line up and march to their desk can refocus them for a task and keep them alert for the next activity.

PHYSICAL SPACE AND INSTRUCTIONAL PROCESSES

Physical Space and Instructional Processes 4 Theme two of module two of this course introduces us to the four dimensions of motivation. The dimensions include: interest, relevancy, expectancy and satisfaction (Burden, 2010, p.125). The article, Motivating Learning in Young Children, offers ways to assist in these efforts. Some additional ways to motivate students that the article offers include: providing an active environment with tangible features, being consistent in all efforts, give students the opportunity to evaluate their own accomplishments and not using excessive rewards (Carlton, 2003).

Physical Space and Instructional Processes 5
8:15 a.m. 8:15 to 8:20 a.m. Students enter the classroom. Students put their things away. Morning Greetings: attendance, lunch count, calendar, good morning song, restroom break. Getting to know your teacher, teacher introduction. Getting to you know your class. Assign seats, distribute supplies, and name groups. Getting to know each other, student introductions and game. Pass out snacks and students line up. Recess. Bathroom break. Let¶s explore: A visit to each learning center. All About Me workbooks, pages 1-3. Mathematics. A visit to the reading center, circle story time. Get lined up for lunchtime. Lunch. Recess. Bathroom Break Language Arts. Free play and Explore. Class activity: movement, song and dance. Clean up, pack-up, and goodbyes. School Ends

8:20 to 9:00 a.m. 9:00 to 9:15 a.m. 9:15 to 9:40 a.m.

9:40 to 9:55 a.m.

9:55 to 10:00 a.m. 10:00 to 10:20 a.m.

10:20 to 10:30 a.m. 10:35 to 10:55 a.m.

11:00 to 11:15 a.m. 11:15 to 11:30 a.m.

11:30 to 11:45 a.m. 11:50 to 12:00 p.m.

12:00 to 12:20 p.m. 12:25 to 12:45 p.m.

12:45 to 12:55 p.m. 12:55 to 1: 20 p.m. 1:25 to 1:45 p.m. 1:50 to 2:10 p.m. 2:15 to 2:30 p.m.

2:30 p.m.

Kindergarten Class Schedule Class Schedule for the First Day of Class (Hubbard, 2010)

Physical Space and Instructional Processes 6

Reference: Burden, P. (2009). Classroom Management: Creating a Successful K-12 Learning Community, 4th Ed. Carlton, M., Ph.D. (2003). "Early Childhood Motivation"(forthcoming in the second edition of Helping Children at Home and School, NASP) National Association of School Psychologists. Southern Illinois University--Edwardsville. Retrieved on May 14, 2010, from the website: http://www.nasponline.org/resources/home_school/earlychildmotiv_ho.aspx

Myers, R. (2010). Module Two, Theme Two: Motivating Students to Learn. Retrieved on May 14, 2010, from the website: http://courses.jonesinternational.edu/display.jkg?clid=21281&uid=12032&tpl=fra meset