Post 29

Joanna Williams

Sally Chandler

5-8-12

Does classroom set up affect the way the students learn?

On the first day of school I couldn’t wait to see how my new classroom was set up. I knew since I was getting older my class would be set up a different way each time. A set up of a classroom is a very important factor for students just as much as the teaching. Some studies show that things such as color, desk placement or even lighting can all affect a student's temperament and ability to be productive. Making sure that the desks are comfortable for the students that everything is eye level and just that students are in a comfortable learning environment.

In a classroom it is very important to make sure the classroom is set up for the students and not the teachers. In my study I will focus on how some features in the classroom can enhance the way a student learns. If the student is not comfortable then it will be hard for them to focus on the lesson. In my experienced in elementary I had one class were the desk was too big for the students, our feet couldn't reach the floor and it was very distracting. The main focus when setting up the classroom is to focus on how the student will react to the environment.

Literature Review

In the book Classroom Spaces That Work by Marlynn Clayton she focuses on how the classroom should be set up for the students. Sometimes it is hard for teachers to put their self in the mind of the students. Marlynn states in her book the classroom should support students’ developmental needs: emotional, social, cognitive, and physical. (Clayton,13) She makes sure that teachers understand that the classroom should be set up in an organized way. This means the scale of the room, privacy, configuration, and neatness. In the first page of the first chapter she starts off by saying “the room is not made for you” (Clayton,11) This book also focused on how children development changes with their age. The classroom should accommodate the student needs and age range. When students reach different ages their focus changes and so should the classroom.  In the article she touched on certain ages, the ages I focused on was ages 6 and 7. At these ages six year old students are competitive, bossy, socially energetic and also sloppy. Having classroom with six years old the space needs to be organized and neat.  “Their learning materials should invite active and concrete exploration..” (Clayton,27)

In a classroom with working with seven year olds they like their privacy, they are more serious and focus. They like to work in confine spaces and also easily distracted. When setting up a classroom for seven year olds the classroom should be set up were the children are able to work alone or at least with one person. They like their individual space to work instead of groups. There should also be a good supply for art materials and things for the students to express themselves.

My second review comes from an article Classroom Spaces that Work also by Marlynn Clayton. She also wrote an article that expresses the way the structure of a classroom should be. In the article she express that the classroom should fit the bodies. The desk should be a certain size base on the students, bookcases and other things students need to have access to should be the same size as them. Also things like posters and the board should all be at eye level so it will be convenient for the students. Marlynn believes that students should also be a part of the setting up process this will give them a sense of ownership.

              

Methods and Data

In my paper I will touch on the things I noticed in my observation and relate that back to what Marlynn Clayton believed was a good classroom. Clayton gives specific bullets on what makes a classroom set up should be and if teachers follow this set up the will have a comfortable and functional classroom.

Scale

Marlynn Clayton stressed in her book that the scale of a classroom had to work for the students.  Her first point was to “choose desks, tables, and chairs that fit the children.” (Clayton, 13) In my observation of the second grade class I notice the desk were the same size as the children; students seem comfortable and able to do their work on the desk. In the different sections students were able to sit in comfortable chairs and had enough room to do all their work. Her next point was to “select and arrange free standing bookcases and shelves in the classroom” (Clayton, 14). In the classroom was a reading section were all the books stood. In this section the teacher had the shelves place so the students were able to reach the books themselves. This is exactly how Clayton said the classroom should be set up. Students need to be able to feel independent and being able to grab a book themselves or being able to feel comfortable in their chairs help them achieve that.

Privacy

Since the classroom I observed was second grade the ages ranged from six through seven. In Clayton’s book Classroom Spaces that Work she broke down how a classroom should be for certain age groups and one of those things were privacy. Clayton says “at seven students like their privacy; like to work alone with one friend” (Clayton, 28). In the classroom I observed I noticed that the students did not have much privacy. Even though their desk was the same size as them they were placed in groups and sat closely together. The day I observed the students did a lot of group work and was able to look over at the other students work right next to them. Even when the students went to the different sections they were sitting next to each other and even worked together there. In the computer section there were no barriers and students didn’t have privacy either. Everywhere in the classroom students did not have enough space to just work alone. Clayton believes that students need to have individual time to themselves.

“Seven -year –olds often prefer individual desks to table for work areas. They need spaces that offer privacy for working and for taking out “friendship” problems. Cardboard screens placed on the desks can create such spaces” (Clayton, 29).

Configuration

The second grade classroom was arranged very well for second graders. The desks were set up in groups of five. There was a smart board right in front of the students so it was easy for the students to view the board. The classroom was divided into sections which gave the room a spacious feel.  All of the students were able to walk around the classroom and have enough space. The arrangement of the classroom was neat and well planned out.  The teacher desk sat behind the students so she was able to see everything the students were doing when they were doing their work.

Interview

After my observation I interviewed the teacher to ask certain questions on the set up. I interviewed her in her classroom after the students left so it will be more comfortable to her. Even though NR (teacher) set up the classroom in a way that would be comfortable for students I noticed that the way she placed the students caused some conflicts in the classroom. As I observed I notice that there were only a few students that participated in the classroom. Classroom set should enhance all of the students learning but in this classroom when it was time to participate only a few students stepped up to the plate.

JW          Ok did you see… I see… say the students are in groups did you seat them in a certain way I remember being me in elementary school the teacher sat us in certain ways base on our different personalities and different types of way we were taught and learned.. Did you seat your students in that certain way?

NR      UMM yes actually I decided to place at least one active and enthusiastic student     in one of the group just to provide encouragement and support and UMM those students who require special attention they receive attention from our teacher aid.

She explained to me that she did set up the students based on how outgoing the students were. When I observed this I noticed that the students who were more outgoing over powered the other students. Those students answered most of the questions while the other students blended in the back ground. When I asked NR if this was an issue it seemed as if it wasn’t. I capitalized UMM because as she answered the question she had to think hard on how they were set up. 

JW      Do the shy student still find a way to make there self-known in the classroom?

NR      Yes they do weather its him or her doing its own their own or me being the one to force it .. Not force it but weather me not calling on more of the active student but me trying to encouraging the shyer student.

At this moment I felt like NR knew there was a problem so that’s why NR had to call on the shy student because they don’t respond on their own. NR starts off by first saying she has to force them but quickly changes it up to justify that the shy students are not being force. With this setup I think it might be embarrassing for the shy student because they may feel like they are not as good as the more energetic student.

Even though the arrangement of the classroom was set up nicely and up to standards with Clayton’s view on set up each student should feel comfortable. The way the desk are set up the shy students may feel un noticed or feel like they are being forced to answer the questions instead of doing it on their own.  As I stated in the beginning the classroom should work for the students not the teacher and I believe that NR set up the students the way she felt fit instead of incorporating the students’ opinion.

Conclusion

Students should feel right at home when they walk into their classroom. The setup of the classroom should be just important as the lesson plan. Teachers should put just as much effort into their classroom as they do their lessons. If the student feels comfortable they will always want to come to school and learn and that should be teachers’ main focus the students’ education. Setting up a classroom could be fun and incorporating the students opinion can make it more comfortable for the students and make them feel like it is “their” classroom. Classroom set up affects a students learning and it’s all about making the student comfortable enough to want to learn.

                                                                                                                                                                                  

Work Cited

·        Clayton, Marlynn. Classroom Spaces that Work : Northeast Foundation for Children, 2001. Print.

·        Clayton, Marlynn, Forton, Mary. “Classroom Spaces that Work” Responsive Classroom Newsletter. n.p., April, 2001. Web. 9 May 2013.

rubric post 28

essay: 85
Data:275
writing process:100

blog 27

I really enjoyed presenting my work now i know i have to work on alot of stuff. I have to change my introduction because after discussing it with the class i realized the my introduction and the rest of my paper state to different things, Also i need to make my paper flow some more. In my paper i should also take some things from the book and compare it to the classroom that I observed. The class offered me with a lot of suggestions but these are the main ones I need to work on I appreciated the class helping me out. I changed my opening I hope it makes more sense..

On the first day of school I couldn't wait to see how my new classroom was set up. I knew since I was getting older my class would be set up a different way each time. A set up of a classroom is a very important factor for students just as much as the teaching. Some studies show that things such as color, desk placement or even lighting can all affect a student's temperament and ability to be productive. Making sure that the desks are comfortable for the students that everything is eye level and just that students are in a comfortable learning environment.

In a classroom it is very important to make sure the classroom is set up for the students and not the teachers. In my study I will focus on how some features in the classroom can enhance the way a student learns. If the student is not comfortable then it will be hard for them to focus on the lesson. In my experienced in elementary I had one class were the desk was too big for the students, our feet couldn't reach the floor and it was very distracting. The main focus when setting up the classroom is to focus on how the student will react to the environment.

Joanna Williams

On the first day of school in elementary I remember I couldn't wait to see my new teacher and new classroom. All the bright colors around the classroom the different posters and I couldn't wait to see how the teacher would set up the desks.  Now that I am older I wonder was there a purpose for the bright colors and different posters hanging around. As a child I tried to remember did the energetic classroom help me gain more knowledge because of how it was set up. Teachers all over the world set up their classrooms different; some have bright colors and a lot of posters while others have nothing at all. Do classrooms with high energy, a lot of colors, spark and posters enhance a way a child learns?

In a classroom it is very important to make sure the classroom is set up for the students and not the teachers. In my study I will focus on how some features in the classroom can enhance the way a student learns. The way the classroom is set up is very important and also a key factor for a student. If the student is not comfortable then it will be hard for them to focus on the lesson. In my experienced in elementary I had one class were the desk was too big for the students, our feet couldn't reach the floor and it was very distracting. The main focus when setting up the classroom is to focus on how the student will react to the environment.

Literature Review

In the book Classroom Spaces That Work by Marlynn Clayton she focuses on how the classroom should be set up for the students. Sometimes it is hard for teachers to put their self in the mind of the students. Marlynn states in her book the classroom should support students’ developmental needs: emotional, social, cognitive, and physical. (Clayton,13) She makes sure that teachers understand that the classroom should be set up in an organized way.  In the first page of the first chapter she starts off by saying “the room is not made for you” (Clayton,11) This book also focused on how children development changes with their age. The classroom should accommodate the student needs and age range. When students reach different ages their focus changes and so should the classroom.  In the article she touched on certain ages, the ages I focused on was ages 6 and 7. At these ages six year old students are competive, bossy, socially energetic and also sloppy. Having classroom with six years old the space needs to be organized and neat.  “Their learning materials should invite active and concrete exploration..” (Clayton,27)

In a classroom with working with seven year olds they like their privacy, they are more serious and focus. They like to work in confine spaces and also easily distracted. When setting up a classroom for seven year olds the classroom should be set up were the children are able to work alone or at least with one person. They like their individual space to work instead of groups. There should also be a good supply for art materials and things for the students to express themselves.

My second review comes from an article Classroom Spaces that Work also by Marlynn Clayton. She also wrote an article that expresses the way the structure of a classroom should be. In the article she express that the classroom should fit the bodies. The desk should be a certain size base on the students, bookcases and other things students need to have access to should be the same size as them. Also things like posters and the board should all be at eye level so it will be convenient for the students. Marlynn believes that students should also be a part of the setting up process this will give them a sense of ownership.

Methods and Data

In my study I observed a small classroom with about 20 students and I interviewed the teacher in her classroom. In my observation I first wanted to notice how the desk was setup. They were in groups of five and all in a clear view of the smart board. I was really curious on how she set up the desk and was the students place in a certain way.

JW          Ok did you see… I see… say the students are in groups did you seat them in a certain way I remember being me in elementary school the teacher sat us in certain ways base on our different personalities and different types of way we were taught and learnt.. Did you seat your students in that certain way

NR      UMM yes actually I decided to place at least one active and enthusiastic student     in one of the group just to provide encouragement and support and umm those students who require special attention they receive attention from our teacher aid

She explained to me that she did set up the students based on how outgoing the students were. When I observed this I noticed that the students who were more outgoing over powered the other students. Those students answered most of the questions while the other students blended in the back ground. When I asked NR if this was an issue it seemed as if it wasn't.

JW      Do the shy student still find a way to make their self-known in the classroom

NR      Yes they do weather its him or her doing its own their own or me being the one to force it .. Not force it but weather me not calling on more of the active student but me trying to encouraging the shyer student

At this moment I felt like NR knew there was a problem so that’s why NR has to call on the shy student because they don’t respond on their own. NR starts off by first saying she has to force them but quickly changes it up to justify that the shy students are not being force. With this setup I think it might be embarrassing for the shy student because they may feel like they are not as good as the more energetic student.

After reviewing the desk set up, I noticed there were different posters and quotes around the room. This made the room pop and it cover up the bland walls behind it.  Also in the classroom there were three sections that were set up reading, math, and costume. These sections were used throughout the day and were incorporated in the lesson.

Math Section

In the math section the students use blocks to help them answer the question that was on the board. In the math section only five students were allowed. The problem that was on the board was the same problem that the students at their desk worked on. The students responded to this section very well. They used the blocks to answer the question and in my observation they were solving the problem faster than the students that were sitting in the desk. This section is good for students who are visual leanings and can help enhance their math skills. When the students worked I this section they worked together and really enjoyed everything that was going on. I also notice the students that were sitting in their desk envied the students in the math section. This made me realize that these students enjoyed the math section rather then sitting at their desk.

Reading section

The reading section was set up with furniture and a book case. The book case had different level of books and the only way you were allowed in this section is if you were reading. In this section I notice students were not paying attention to their books but rather talked to one another. The teacher had to keep telling the students to stop talking unless they will have to go back to their seats. This section was the least favorite of the students. With setting up classroom students must feel comfortable and involved but in this section they seem board and uninterested. This section was doing nothing to enhance these students learning because they couldn’t focus on the reading. The teacher needs to find a way to get the students more involved in this section so they can become better readers and learn that reading can be fun.

Costume Section

This was the last section the students interacted in. This section was only for the students who were good in class and excel in their work that day. The day I observed only five students went to the section. The costume section had police uniforms, chef aprons, doctor scrubs and more. All these costumes help children explore their imagination. As I watched students interact in this section I seen a lot of little arguments break out. These students were arguing over the different costumes. Then the teacher had to remind them that if they argue they cannot participate anymore. After the teacher’s announcement there was no more arguing. Out of all the sections this section really helps explore the children minds. They became whoever they wanted to be once they put on the different costumes.

With these different sections they help the children expand their learning. When I walked into the classroom I already knew that the teacher designed for the students. The teacher knew that the way the classroom was setup help enhance the way that the students learn.

NR      …..So for me providing those three different sections I’m providing the student who wants to be a geeky nerd who wants to be the drama actor or the producer or director and I provide the section who wants to be the mathematical genius you understand me? A teacher should give a student options to be him or herself

Conclusion?????

NOT FINISH YETTT!!!!

In my travel to an elementary school i visted a 2nd grade class. I entered the classroom before the students came in for their daily learning. In the classroom I notice that she had the desk in groups of five and they all had name tags on their desk. I looked around the classroom and I notice the walls were bland but the posters and the different letters on the wall made the room pop! I saw inspirational quotes that she said she made some of them up and the rest was from other historical and inspirational people. I thought this was very unique because she was teaching second grade and the quotes that were written were very inspirational that maybe 2^nd graders wouldn’t understand. The teacher told me that she reads one to them every day and that they will understand in the future.  I continued my mini tour around the classroom and notice that there was a smart board in place and computers. She also had three different sections. There was the costume section, math/puzzle section and the reading section. The bell rang and the students entered the classroom. They were very energetic and ready for school. I notice that the student interacted with the teacher very well. They came in and hung up their jackets and book bags in their little cubbies that look like a mini closet for each student. As the students reached their desk they sat down and pulled out their books and prepared for class. Her first section of teaching was reading and she turned on the smart board and then pulled the pictures of the picture book so everyone could read it. I saw the students so engaged and so into the picture book that was on the screen. I looked around the class and I didn’t see any students that were not paying attention and everyone was so involved in the story. Once that section was over it was about 12:00 and the students went to lunch once they returned the teacher separated the students and told them to go to either the reading section or the  math section. In the math section there were 5 students there working on different puzzles, they were using blocks to answer a math question that was on the board. They worked welled together and tried to solve the problem. As the students worked I heard another student in the reading section pretending to read a book but instead the student was conversing with their fellow classmate. The teacher immediately put that to a halt and made them separate. While those students were in the sections the students that were still at their desk worked on some basic math problems. After 15 minutes the students would rotate with the different sections, I noticed that the students that were in the math section didn’t really want to leave and go to the reading section the rather stay working on the math problem and I saw how enthuse the students that were sitting at their desk were ready to go the math section and the students at the reading sections did not want to go back to their desk. I heard a student say that they were going to solve that problem now that they have the blocks. After the teacher finish this part of her class she worked on some grammar and towards the end of the day the teacher gave the students who excel that day during class time to go to the costume section. This section had a chest full of different costumes that the students were allowed to play dress up. The other students sat and had to draw a part of their own story from the reading earlier that day. The students in the coustume area were not getting along at first she had 5 students in that section. Two students started to argue over the police costume and they didn’t want to share. the teacher told them that if they don’t find a solution then they both will have to leave the section and gop back to their desk. Once the students realized that their bickering will cause them to go back to their seats they stopped and one student just deiced to dress in the apron and pretend to be a chef. This students in this section seem to be having a lot of fun, but the students drawing in their seats seem a bit jealous I notice students looking up and observing the other students and not really paying attention to their drawings. The last minutes of class the teacher had cleanup time and all the students came together and cleaned up and retrieved their belongings from the cubbies and stood in a straight line and walked out of the class

post 22

Analysis

In the book Classroom Spaces that Work by Marlynn K. Clayton she touches on different topics about how classrooms should fit the student. She speaks on that classroom environment and the setup has a big effect on a way students learn.  She focuses on the scale of the classroom and how the set up should appeal the student more than the teacher because they are going to be the one that is going to be affected. On my travel to Overbrook Elementary School to Mrs. Richardson c 2^nd grade classroom I notice that the desk were small enough to fit your basic 2^nd grader. They had little desk and little chairs to accompany them. Marlynn states in her book the classroom should support students’ developmental needs: emotional, social, cognitive, and physical. (Clayton,13) Knowing this information I looked around NR classroom and I noticed that all these things are supported. The desk was put together in a group of five and the students were able to discuss things and to interact with one another.  The classroom was very spacious so the students had plenty of room to walk around and to get around.  In her book she also breaks up the different age groups for the different students and a overall set up of how a classroom should look for that age. She also gives different traits of how the students act at that age. In the second grade students are generally 6-7 at this age students are bossy, sloppy, like new ideas, are visual learners, they are socially enthusiastic and have lots of friends.  Marlynn believes that at this age the spaces of the classroom should be spacious and enough space for the students to grow. In NR class she had a lot of things that Marlynn believed were perfect for six year olds. She had smart board which is a step up from your basic chalk board. When she put her picture book on the smart board you can see the students so enthuse and so into the reading. When it was time for the students to read on their own with the smart board they didn’t seem too involved or interested. At this age students learn better visually and having the smart board is a big advantage to hold on to the student s attention and for the students to learn more. She had a big carpet set up at the reading section enough space for students to get comfortable and able to read how they pleased as long as they were reading. With these different sections in the classroom it seems as if the students were more involved then I saw any other classroom.

Post 19

I believe I am on track with my research paper. After doing my interview I feel like that was a big chunk that needed to get done. I also found two great resources that are going to benefit my paper. I thought I was going to be behind because i just found my reference. The strongest part in my paper i belive is my reference section because the author goes to great length to explain how a classroom should be set up for a student in any age group. My interview was 20 min and i believe that was more than enough time to gather my information. She helped me look at the classroom through the students eyes and i think this will help me write a great paper. The things i believe i am struggling with is just trying to put it all together. I have so much information and data that know i have to focus on trying to put it all together to have a detail and well organize paper.