My 5th grade classroom floor plan has several different components to it.

I have a wide

variety of seating arrangements and activity areas all around the classroom. I have the desk in

the shape of a U in front of the white board when I need to give instructions, so all students will

feel included. I have desks behind that in little groups surrounding a large circle rug, which can

also be used as a seating area. I also have a giant oval table next to the door as another seating

and socializing area. I also have a science work station, next to the music listening center, as

well as pillows on the ground next to the piano for additional seating. One of my favorite areas

is the reading nook. I have a quote wall where students can write quotes they have read in the

books on the walls or their own personal, teacher approved, quotes to help them feel that what

they say, do, and like matter. Students have a wide array of places where they can socialize and

make close connections with their peers, as well as build upon their language skills as they read

or listen to music. I believe this coincides with DAP 1, which reads, “All domains of

development and learning—physical, social, and emotional, and cognitive—are important, and

they are closely interrelated. Children’s development and learning in one domain influence and

are influenced by what takes place in other domains” (NAEYC, 2009).

The student art wall I have in my classroom is for student creativity. They are able to

display what artwork they feel proud of there and I have a student highlight wall, where they can

put whatever accomplishments they want. This allows them a variety of ways to express

themselves and represent their ideas to the class. The large amount of sitting areas also might be

beneficial when they are feeling overwhelmed and they can pull a pillow out and go sit in the

corner, or someplace around the classroom, to do their work, listen to music, or read a book.

DAP 6 applies to these features in the classroom. It states, “Development proceeds toward
greater complexity, self-regulation, and symbolic or representational capacities” (NAEYC,

2009).

The vast sitting arrangements that are in the classroom promote a variety of ways the

students are able to socialize and build relationships with their fellow classmates. We will do

many community building activities throughout the year, to create a strong, positive classroom

community. I hope to help them foster stable bonds with their peers. I also hope that my

students will feel as though they are able to confide in me, and know that I care. This is an

illustration of DAP 7, “Children develop best when they have secure, consistent relationships

with responsive adults and opportunities for positive relationships with peers” (NAEYC, 2009).

I have a music listening station as well as a music sitting area with a piano. This will

help students from different cultures bring their music into the classroom to share with the class.

Music also helps those learning English feel included as they share part of their culture with their

peers. Music is said to be the universal language, one does not have to speak it to feel a part of

it. I have heard that music can help those learning a new language pick up the language faster,

the pronunciation, etc. I will also have a variety of books from cultures around the world in the

bookshelves for them to read alone or as we read together as a class. If it is a book that has, for

example, Spanish words in it, I will ask if anyone knows how to pronounce the word correctly.

This will help the student feel important, and the expert in this department, as they will become

the teacher. They may hear us struggling to pronounce it correctly. I will do this in hopes to

help them realize that all people struggle at first with a new language, and it is nothing to ever

feel bad about. Again, the vast sitting areas will help them socialize with their classmates “to

move comfortably among groups of people from backgrounds both similar and dissimilar from
their own” (NAEYC, 2009). DAP 8 falls into this category, “Development and learning occur in

and are influenced by multiple social and cultural contents” (NAEYC, 2009).

Having different stations around the classroom will help with DAP 9, which states,

“Always mentally active in seeking to understand the world around them, children learn in a

variety of ways; a wide range of teaching strategies and interactions are effective in supporting

all these kinds of learning” (NAEYC, 2009). I have a whole computer station at my disposal if

when I am teaching the students ask me a question I do not know the answer to, or I just want

them to find the answer themselves. We can switch from science experiments at the science

work table, to looking up ideas in books from the library area, or to research it on the computer,

etc. Lesson plans where I want students to ask questions and explore the answers, will work well

with the way my classroom is set up. Children ask questions constantly and are naturally

curious. I want them to feel able to explore those questions and learn and give them the tools to

find answers on their own when a teacher is not around.

I have a goal wall where students set goals for themselves, and meet with me to devise a

plan on how to accomplish those goals. Some goals can be private and not displayed on the wall

if they wish, but others will be on the wall to motivate them to accomplish them, as they see their

classmates making progress on theirs as well. I believe when students feel like they are part of

the process of their own education they are more motivated and excited to conquer those goals,

than if a teacher sets them on their behalf. My hope is that they will be more apt to learn and to

have “more positive learning behaviors, such as initiative” (NAEYC, 2009). It will help have a

more positive attitude towards the learning process when they feel in control of their own

education. I feel this achieves DAP 12 which reads, “Children’s experiences shape their
motivation and approaches to learning, such as persistence, initiative, and flexibility; in turn,

these dispositions and behaviors affect their learning and development” (NAEYC, 2009).

There are countless ways that the DAP principles will be reflected in my classroom, from

layout to instruction throughout the year. I hope this will help my future students feel included,

valued, and loved as we learn together.

Reference

NAEYC (2009). Developmentally appropriate practices in early childhood programs serving

children from birth through age 8. Retrieved from http://www.naeyc.org/DAP