Justification for items included and placement within the room: 1. The Desks a.

I believe it is extremely advantageous for a teacher to put desks into groups to promote collaboration among students, to have pre-decided groups ready to go, and to encourage student centered learning opposed to teacher centered. Students will be encouraged to discuss ideas amongst each other and to help one another when I am not available one on one. b. It is extremely important that all of my desks are facing the front of the room so no one is at a disadvantage at seeing the board and as a preventive method to discourage off-task behavior. When students are not facing the front of the room where most of the teaching and visual representations are present, students more easily lose focus which reduces the learning that is taking place. c. The groups of desks are slightly off-set from one another so that every group of tables is able to clearly see the board. 2. Smartboard a. In an ideal classroom, I would have a smartboard because I believe smartboards encourage participation and greatly expand the possibilities of having interactive

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lessons. Any lesson can be modified and adapted to the smartboard in an interactive and creative way to encourage engagement and participation among students. Supply Cabinet a. Not all of my students will be coming from the same socioeconomic background, therefore I believe it is essential to have extra supplies handy so all students are able to participate without feeling different from anyone else. b. A supply cabinet is also a way for me to organize my resources and lesson plans in a place that is out of the way without having to use the small space of my desk as a storage unit. Student Supply Cabinet a. This cabinet will be mainly for storing math games, manipulatives, indoor recess games, and art supplies. I want this cabinet to open to students. It will be a place within the room that they may go to when they need a certain object to aid in their learning. b. This also serves as an organizational tool so that games are not out all over the room; instead everything is within the cabinet and can be found easily within it. Student Cubbies a. Even at a very young age, students need to have a place to themselves where they can put all of their items without fear of someone else taking them by mistake or on purpose and without fear of misplacing their items. b. Cubbies will also keep backpacks, lunchboxes, coats, and boots clear of the rest of the room since all of these items will be neatly organized within the student’s cubby. Small Group Table a. I chose to make my small group table into a hexagon so students are close enough to work with one another, but far enough to give each other space and to prevent distractions from occurring. Each student will have their own section and they will be spread out far enough so that when they are reading quietly to themselves, it should not be distracting to the person sitting next to them. b. I placed the small group table next to a whiteboard so that we could have access to a place where we can document notes, visually represent what we’re talking about etc. A schedule of each group’s meeting times will also be placed on this board for students to reference as needed. Large Group Rug a. Of all the items within my room, I believe this is the most important. Students need to be able to move around during the day and I believe one way of going about this is by having a large group rug where discussions can take place. b. Beanbags and pillows will also be dispersed among this rug for students to use during silent reading time. c. The large group rug will be where morning activities take place such as calendar, read alouds, and some large group instruction. d. A whiteboard is placed here as well for use during discussions, a place to visually represent the day’s schedule, and the place where weekly student jobs will be posted. Author’s Chair

a. The author’s chair will be used only by me during read alouds and by students during book presentations. Otherwise, this chair is completely off limits to preserve its uniqueness. b. The chair will be decorated with stickers, glitter, and each child’s name. I want the students to view this chair as something that belongs to them and that when they have published a book; it is their chair to present. 9. Classroom Library a. The classroom library is divided into two sections. One section is solely for nonfiction or informational books. These books will be based mostly off of our science or social studies units. This will be a place for students to learn more about what we have discussed in class and these books can be used as aids in their research. b. The other half of the library will be organized based alphabetically. Each book will have a lexile number on the back so students can more easily pick books at their individual reading level. By putting lexile numbers on the back, this encourages differentiation of learning during silent reading time. 10. Classroom Computers a. Technology is a primary focus of this generation so I would like to have classroom computers where students can do research extensions when they are finished with their work. b. All of my students may not have access to computers at home so I would like to also use them to expose students to the capabilities of computers. c. Computers will also be one of the stations during reading block/math block. During these times students will play reading or math related games as well as other activities that pertain to what they are currently learning. 11. My Desk a. It is crucial for every teacher to have a place where they can put their personal belongings without worrying that students will get into their things. My desk will be off to the corner so I have a clear view of the classroom when I am sitting at it as well as off to the side of the room to maximize the space within the room. b. On top of my desk will be a computer that is attached to the smartboard. This computer will be used primarily to make lesson plans that integrate the technology of the smartboard. 12. Student Mailboxes/ Homework Turn-in Files a. The student mailboxes will be a place where I can put newsletters, information packets, turn back graded homework etc. Everyday the students will be required to collect their papers from their mailboxes and place them in their take home folders. b. Homework Turn-in files will also be placed on this book shelf for students to turn in their homework from the previous day. This will provide routine and consistency for the students and provide an organized way of collecting homework for me.

STANDARD 5 - Learning Environment The competent teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

1. Write a paragraph explaining your knowledge and understanding of the standard—put the standard into your own words.
I believe this standard wants me to recognize the importance of a well thought out classroom structure and environment. This standard is extremely important because it wants the competent teacher to understand how children’s learning can be enhanced or diminished based on how the classroom environment is set up. The environment should encourage peer interaction, student centered learning, and independence from the teacher. When setting up the classroom, the competent teacher needs to be aware of the items, technology, and furniture as well as how the placement of these items will help or hinder the students’ success within the classroom.

2. Explain how the artifact you chose demonstrates your understanding and application of the standard. A If the artifact has been used in your practice, reflect on how your teaching will change in the future to further meet the standard. B. If the artifact has not been used in your practice, i.e., a class assignment, reflect upon how your teaching will be impacted by the assignment.
The artifact I chose to demonstrate my understanding and application of the standard is a model of my ideal classroom set up. This artifact exemplifies my understanding of how the classroom structure affects the learning environment and how the competent teacher needs to be sure to think through the inclusion and placement of items based on whether or not they will enhance or

hinder the students’ learning. This artifact applies what I believe the standard is emphasizing. For example, I believe it is advantageous to have students placed in desks to promote collaboration and communication among peers. Also, the smartboard, computer, and library encourage active participation and interaction with lesson plans and instruction. This specific artifact has not yet been used in my practice as of yet; however, I plan on thinking thoroughly through the items in my classroom and the placement of those items and how they will affect my students’ learning. I will use as much technology as there is available in the school to help connect to my students’ interests and to create lesson plans that promote active student interaction. I will also make sure to set up my classroom in a way that allows students to be self motivated through station or center work.

4. Conclude with a paragraph discussing how you are more prepared to Teach and Learn in a Diverse Society as a result of satisfactorily meeting the standard.
I am more prepared to teach and learn in a Diverse Society as a result of meeting Standard 5 because I understand the importance of creating an environment that helps my students play active roles in their learning. The structure of my classroom is essential to my students’ learning and I will make sure the setup is conducive in promoting peer interaction and providing opportunities for students to take control of their learning. Thinking through and carefully planning the structure of my classroom will make sure that I structure my classroom in a way that is beneficial to each individual class of students. I will be willing modify the structure as needed as I see what setups work or do not work with relation to my student learning.

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