The Learning Environment…

Your Classroom

EDUC 4615
Junior ABQ
Methods
 Agenda
 An Effective Junior Program

 The Set-up of the Classroom

 Video: Constructivism: Student-Centered Active Learning

 The Junior Classroom

 Timetables

 Entry Plan

 Instructional Strategies

 Article: The Caring Classroom’s Academic Edge

An Effective Junior Program
 uses time, space, people and materials to establish an
environment that stimulates active learning.

 reflects a balance and relationship among the curriculum

areas

 utilizes large blocks of time in the daily schedule to

facilitate sustained involvement

 provides each student with an appropriate share of teacher

time.
Programming in the Primary and Junior Divisions, North York
 The classroom environment that you create has a
profound effect on the social, emotional, physical,
and intellectual development of the students you
teach. Creating the Dynamic Classroom Susan Schwartz and Mindy Pollishuke

Think/Pair/Share

Reflect on this statement.

Share your thoughts with a partner.

Share your thoughts with the class.

 The Set-up of the Classroom
Creating the Dynamic Classroom, Susan Schwartz and Mindy Pollishuke

The learning environment should be regarded as an important

instructional strategy.

An engaging environment is more likely to invite students to

become involved and excited about learning.

Dynamic activities require a variety of space, different uses of

the same space and ready accessibility to storage facilities and
resources.
Constructivism:
Student-Centered
Active Learning

What premises about learning are challenged in this

video?

Share words and phrases that best describe the role of the
teacher in the constructivist classroom.

How will you incorporate this theory in your classroom?

What Do Junior Students Require?
(adapted from Teaching and Learning in the Junior Division, North York Board of
Education)

 a stimulating , secure environment that encourages risk-

taking, exploration and investigation

 autonomy within guidelines

 a time frame for working

 opportunities to become involved in selecting and

determining the direction of the learning

 time for privacy and opportunities to pursue individual

interests
 continual opportunities for peer support, for group
interaction and for group skill development

 continued use of concrete materials and the beginning use

of secondary materials

 participation in the organization and maintenance of the

classroom environment
Physical Layout
Consider the things you cannot change:

size of the classroom

shape of the classroom

location of doors/windows

blackboards

bulletin boards

screen

electrical outlets

heating, light, ventilation

location of the classroom
Equipment Available

 What is in the room permanently, what is only brought in

when needed?

 Tables, desks, chairs, movable shelves, chart stand, easel,

record player/tape player, overhead projector, VCR & TV,
computer
Setting up Centers:
Temporary, Permanent or Temporary?
 listening centers need to be placed near an outlet

 art centers may need to be near water

 reading/writing centers need to be in a quiet area

 portable centers need storage areas

 science centers may need some space for experimenting

Think carefully about your room arrangement

meeting area: large group

small group


student desks: appropriate size and height


group desks to accommodate small groupings of students
working together


decide how you will store materials


display areas: for teacher displays
for student displays
Be Aware of Traffic Patterns

 students need room to move without disturbing others

 teacher must be able to see all areas clearly

 students easy access to pencil sharpener, supplies and

books

 teacher’s area needs enough room to avoid congestion

Teacher’s Role
 The teacher establishes the particular climate of the
classroom

 Each teacher creates a unique learning environment by

drawing from:
• Personal expectations
• Beliefs
• Attitudes
• Knowledge
• Effort
 make sure that your students are represented in the
environment you create

 safety is always a consideration

You may set up your classroom in August. As the year

begins/progresses you may find that you need to change
the room arrangement to suit the needs and interests of the
students. Flexibility is the key!

Flexibility of structure, layout and design is essential in

creating a comfortable, secure, and dynamic classroom
environment.
Creating the Dynamic Classroom, Susan Schwartz and Mindy Pollishuke
The Junior Classroom
 In groups of 4, you will
create a junior classroom
arrangement based on the
principles discussed.

 Be prepared to share your

floor plan with the rest of
the class providing a
rationale for the
arrangement
Timetables
 The following outlines the minutes per week per subject.
This is not official Ministry of Education Policy, but is
highly recommended by many boards:

Language Arts 400 min

Mathematics 250 min
Science/Soc Studies 350 min
Music 90 min
Physical Education 120 min
Visual Arts 90 min
French 200 min
Organizing Blocks Of Time

 Horizontal Blocks  Vertical blocks


for subjects that 
larger blocks of time to
require a permanent promote sustained
slot across the tasks, active
timetable investigations

French, USSR, 
to introduce whole-
Physical Education, class co-operative
cursive writing learning activities

these should be 
for exploring centers
scheduled in first 
for research time
How do I use large blocks of time?
 a block of time can consist of whole group instruction,
group work, and/or individual work

 integrated units can be done in large blocks of time

 students can rotate to centers

 some students can be working with the teacher while

others are completing research or activities

 Science & Social Studies can be alternated

Timetable
 In groups of 4, you will create a timetable for your junior
classroom.

 Be prepared to share it with the rest of the class providing

a rationale for the organization of time.
Entry Plan

An Entry Plan is an Action Plan. In August think ahead of

all the ‘little’ things you need to know and do and set
about meeting these needs. It is called an Entry Plan
because it aids you in entering the school, classroom, your
teaching assignment, and the community.
What Do You Need to Know?
 Be Proactive! Find yourself a mentor!

 student information: OSRs

previous year’s teachers
siblings

 What do you do if a child gets sick or gets hurt?

 medications

 school-wide routines: yard duty

entrance and exit procedures
bussing
morning announcements
 school handbook: emergency codes
school rules
fire drills, fire exits

 timetables

 volunteers/visitors to the school

 newsletters

 anything else?
Instructional Strategies
Divide yourselves into 5 groups

 Go into the Ontario Curriculum Unit Planner.

 Go to the Library and find Teacher Companions.

Click on the Teaching/Learning Strategies.

 Each group will review a specific group of instructional

strategies.
 Group 1: Activity Based Strategies
Group 2: Arts Based Strategies
Group 3: Cooperative Strategies
Group 4: Direct Instructions Strategies
Group 5: Independent Learning Strategies

 Individually choose 3 instructional strategies you would

use in your junior classroom.

 Share with your group and as a group be prepared

to share with the class 2
instructional strategies that would be most effective in a
junior class giving a rationale for your choices.
The Caring Classroom’s Academic Edge
Numbered Heads Together

Sit in groups of 4.

Number yourselves off in your group.

Read the Article.

Discuss the article. Decide on one thing that your group

found interesting that the group would like to share with the
class. One person will be called on to share.