ART 394/396-02

Logan Vermeer
Dream Classroom Assignment

For this project, I chose the “Dream Classroom” assignment. I enjoy drawing and trying to map
out what I want a certain room to look like before I actually start moving furniture around or
setting things up, so this felt like the perfect fit for a project.

In the drawing, I have included the following:

• Seating rug (rainbow colored)

• 4 Seated workstations with a total of 26 chairs plus 2 additional spots with room and
handrails for students with physical disabilities or who might be in wheelchairs. (One at
the “Crab” table and one at the “Purple” table.
• Guided reading area
• Two large bookshelves
• Large, purple cabinet with supplies. Both in class materials and curriculum. (Supply
station)
• Cubby wall (for students backpacks etc.)
• Folder station with student’s classroom projects (take home after completed/graded)
(Green file cabinet Southwest wall)
• TV (with Apple TV for streaming or casting from computer/iPad)
• “Chill out station” in the Northwest corner. (Blue, green, purple rugs) (Therapy station)
• On top of one of the bookshelves (Northwestern side) There is a first aid station with
hand sanitizers and facial tissues as well. (Therapy station)
• Teachers desk on the East wall
• Drinking fountain/water bottle refill station on the Southeast side. (Water station)
• The door for the classroom is on the Southwest corner of the classroom.

I have created elements in the classroom to fit each Key to create what I believe to be the ideal

classroom and is also realistic. First, I will talk about the safety key. Above the cubby’s, I have

posters with reminders of how we behave in our classroom. This includes, no put downs,
reminders that students do not need to worry about failure or being embarrassed. I would also

have steps with pictures on easy ways to keep their cubby’s clean and neat. With

pictures/examples of how to put their bulky clothes away from the winter to prevent tripping

over boots and snow pants. There is a first aid station in the Northwest corner with a first aid kit,

as well as tissues, hand sanitizer etc. There is a sink/water fountain in the Southeast corner of the

room for rinsing out cuts, washing supplies, getting a drink, or filling a water bottle.

For the Success key, I believe I have the classroom laid out and organized in a way that is

efficient, useful and is not too distracting for the students (like myself) that may have ADD,

ADHD or that are just easily distracted. The room is bright and colorful, but not over the top.

The orange board on the North wall in the middle is where I would have a whiteboard with

letters, letter sounds, and consonant blends pinned to it as we would go over them each day. The

purple cabinet on the west wall near the door would have a drawer/compartment for each student

to put their materials that stay in the classroom. These would be items such as, any curriculum

they have for the year as well as additional scratch paper, scissors, markers (art supplies) they

might need throughout the year.

Being that most Elementary aged students stay in the same classroom most of the day and do not

move around much per class subject, this would work nicely. They would also keep any

additional materials they wanted in their cubby, but by storing most things in the purple cabinet,

it reduces risk of items being forgotten at home, broken, or lost. It also helps with keeping

cubby’s neat and organized. Students would be more prepared each day by always having the

materials they need to be successful. In the classroom on the Northeast side above the bookshelf,

I would also keep additional materials such as, pencils, markers, erasers, paper etc. Any piece of

supplies I expect the students to have or need, I would also provide in the classroom.
 At the beginning of each day, I would greet the students with a greeting of their choice.

The options would be, fist bump, high-five, side hug, or a dance move. This would be a great

way to start each morning and show the students that I care about them and am excited to see

them. I would also try and to come up with a class song, dance, or handshake that we could do as

they line up at the end of each day. I believe this would be a great way to end the day, and

whether or not things went well during the day; the beginning and ending were positive. Students

feel excited and welcome back each morning and valued at the end of each day.

Above the cubby’s, I would again point out that rules are posted so that students see them each

day as they put their things away so there is no excuse on saying, “I forgot the rules” or things of

that nature. At the beginning of the year and throughout, I would set aside time to thoroughly go

over the rules, and the consequences of poor choices. If I need to get family members or

guardians involved I will. If a principle or someone from the office needs to get involved, the

students will understand that, but they are aware that ultimately, they are in control of their

choices and they have the power to correct their actions before anyone else needs to get involved.

I want to foster a relationship and trust with each student and demonstrate for them the power of

their words and actions.

I would also create (posted on the side of the Northwest bookshelf) a list of classroom jobs and

each week students would be assigned a new job. The would-be jobs such as, pencil sharpener,

sweeper, table cleaner, librarian, lunch helper, teacher helper, etc. I believe this will create a

loving environment and a great sense of belonging and students would come each morning

feeling like they have more of a responsibility other than just being a student. They are part of a

community.
 In this classroom, students have an abundance of freedom and independence on choosing

what they do and where they do it. During a reading time, when I pull students aside for a

Guided Reading lesson, I will let them pick where they wanted to sit, lay, or stand, as long as

they are staying on task and not being distracting or getting distracted. I would have each student

pick their own spot on the rainbow rug (calling them to pick one at a time so two students don’t

choose the same spot at once) and of course, if the spot they chose becomes an issue or

distraction down later on, I would assign them a new spot. But this gives them a sense of

freedom and belonging knowing right away, they are able to choose where they sit for most of

the day and will not have an issue with it because it is the spot they chose.

In the classroom I added a “chill-out zone”. If students are feeling overwhelmed, over-

stimulated, upset or anything of that nature, they are able to, and encouraged to go to this spot.

This is located in the Northwestern part of the classroom. The blue, purple and green rugs. I

chose these colors because I find them to be calming and soothing, versus choosing red, yellow,

or orange which could elevate emotions. Here they are making the choice to pull themselves

away from a situation and de-escalate themselves before anything goes further and causes an

issue.

Aside from wanting my students to feel loved, valued, and that they belong, I want my

students to have fun and my classroom to be fun! The older I get, the more I realize that

furthering education, and learning is one of the greatest things we can do. So why does it seem

like we as educators are okay with a boring lesson or teaching in a boring classroom? I would

want to change things up frequently so that students don’t feel like things have to be done a

certain way. In my classroom design, I went with a water/ocean theme to a certain extent. I chose
to create a table that had elements of red with a red crab on the floor. I also did this with green

chairs and lily pads on the floor.

It would make having students go to specific tables easier and excite students to be at a certain

table. The back table near the Northeastern side it purple with yellow chairs, this would be more

of a “space or planet” looking table but could also be more of a science table with the tabletop

looking like an atom and electrons attached to it. With two of the bookshelves in the classroom, I

plan to have a wide range of books, possibly hundreds (I’ve already began collecting books for

my future classroom) so that students have a variety of books that are in good condition. Books

from all different reading levels as some students come in a few reading levels behind, and some

a few ahead. As soon as books start getting torn apart or pages fall out, I would try to either

replace them or take them out of the rotation as students are more apt to read books that look

newer and in good condition.

Being someone who is very adventurous and enjoys being in the outdoors, I would try to

incorporate those things into the classroom as well. Either by changing the layout of the

classroom, table names, or something as wacky as bringing in a canoe in the classroom to leave

on the floor for students to sit and read it, I will continue creating an exciting environment that is

stimulating and motivating.

The last key is the Value-Purpose key. I want students to be able to articulate reasons

they want to be in the classroom and want to be successful. I’ve already touched on my dreams

and goals for my students, that I want each of them to know they are cared for, valued,

important, unique and are capable, but I want to ensure students communicate this with their

peers even more. They will only be with me for one school year, but with their peers, possibly
for the next ten plus years. So, it is extremely important that they develop a positive environment

that they can take with them the following year(s).

Every week, I would have a “student of the week”. The student would be selected every Friday

to be the student of the week the following week. On Fridays, it would be announced, and that

student would be sent home with a poster they would fill out and could draw or color on. This

would have questions on it such as, “What is your favorite sport? What do you want to be when

you grow up? When is your birthday? What is your favorite holiday? Draw a picture of what you

like to do. Draw a picture of your family” etc.

On Monday, at the beginning of the day, that student would get to share what they wrote and

what they drew. I would encourage students to ask the student of the week questions, be

engaged, and relate to the student if they can. I believe students would feel like they are valued

and have a purpose involving them and their classmates. That student would get to choose a class

“duty” they wanted to do for the week and could be the “line-leader” or “line-ender” if they

wanted as well.

Logan Vermeer
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