Richardson |1

College of Southern of Nevada

My Classroom Set Up

Raiden Richardson

Education 203-3001

Ms. Jacqueline Sgobba

12/3/20
 Richardson |2

My Classroom Setup

Since I have no idea how my teaching style will evolve until I gain some experience and

experiment with my teaching style, this will just be a current “guess” in a way. This is how I

would currently, without any experience or clue to what my teaching style will become, set up

my classroom. Of course, things would probably move around depending on the size and

orientation of the room. Things also might change depending on the students on my class. Some

might have wheelchairs, eyesight/hearing impairments, etc. so that will greatly affect my set up.

This is just what I pictured in my mind and how I had the blueprint set to.

For reference all the directions will be from one being positioned at the door. So, right

when you walk through the door you will see the math area, my desk, and the and the student’s

desks. When you look to the left, you will see the reading area, the station/lecture table, the

board, and in the left top corner of the room will be the writing area. In between my desk and the

writing area will be the science area. Of course, the number of desks and seating will depend on

how many students I will have in my class(es).

On the right wall (wall 1) will be both the math area and my desk. The math area, in this

set up, will be closer to the door. While my desk will be in the right top corner of the room. On

wall 2 will be where the reading area is placed and the door. Wall 3 is where the board will be.

Wall 4 will be where the writing/science area, and my desk are placed. In the middle of the room

is where the station/lecture desk and the students’ desks will be placed.

Each of the subject area will have different seating. The reading area will have two

beanbags (if they fit) and a couch for the students to sit and read. The math area will have 3

(more or less depending on space) desks or a table for the students to work on. The Writing area
 Richardson |3

will have a beanbag or two and two desks. The science area will have a table or an assortment of

desks for the students to work on. Above or around each subject area will be “decorations” of the

student’s past or current assignments or other of that subject.

I placed the station/lecture desk close to the board. Because I plan to use it for when I am

lecturing to the students about the material they will be working on. I saw that my observing

teacher had this table in her set up and thought I would incorporate also. I have the desks put into

three groups (the amount of groups will depend on how many students I have), so that the

students can work together when I do put them in groups or work independently after I have

finished with lecture. The number of students in each group will also depend on how many

students are in the classroom, but I have grouped them into fours.

I made the subject areas separate, because I read that it is beneficial for the students to

have things in stations or in different groups. This way a group of students can be working on

math, while another group of students are reading books for an assignment or something of that

nature. There may also be times where all of us are at one station depending on how I decide to

do the lesson.

My blueprint will be in the power point. It is not up to size and is a replica of the one I

drew on a piece of printer paper.

 Richardson |4

Works Cited:

August 18, 2011 by ASCD Whole Child Bloggers. Designing a Classroom for Inclusive

Learning. 18 Aug. 2011, wholechildeducation.org/blog/designing-a-classroom-for-

inclusive-learning.

Gabbert, Cheryl. “Classroom Setup: Planning for a Variety of Student Needs.” BrightHub

Education, 26 Sept. 2009, www.brighthubeducation.com/special-ed-inclusion-

strategies/50374-classroom-setup-for-a-variety-of-special-needs/.