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.

interview post

JW          My name is Joanna Williams and I’m sitting here with

NR     Nia Richardson

JW     and we are talking about how classroom environment enhance a child’s learning. So first what school are you currently working for and what grade are you teaching.

NR      I currently work for Overbrook Elementary in Overbrook Pennsylvania teaching second grade

JW      And umm how long have you been working for the school?

NR      I’m finishing up my first year

JW      Alright when first setting up the classroom umm how did it look

NR      Umm the walls were very bright but bland

JW      Ok bland umm where did you…  were the desk a certain way

NR      Yes

JW      How?

NR      They were in rows

JW      Now can you describe the classroom to me now after you decorated it?

NR      I situated the students in a group environment umm... There is a total of 20 desk with five groups umm there are phrases and inspiration quotes on the wall from both historical people and myself just to encourage the student and set them for the future. And Yea!!

JW      (Laughs)Alright that is pretty much it  ok I currently see sections divided off in the classroom how many sections do you have in all

NR      There are three sections

JW      Did the school supply you with umm.. Any type of material or were you just on your own

NR      The school pretty much supplied me with materials basic materials such as notebooks and paper but everything else as far as the decorative supplies for the classroom and windows and cubbies I supplied for myself

JW      Ok and umm did you have a certain inspiration that you got it from or… Or was it all from your head.

NR      Pretty much everything was from my head … I just wanted to be as bright and enthusiastic as possible

JW      Do you remember being in school and seeing umm different seeing your classroom in elementary school does it still stick in your head from how the classroom look?

NR      Umm most definitely umm my favorite classroom was my 3 rd. grade classroom and just for the simple fact of how bright and fun it was.

JW      Ok so roughly how long did it take you to decorate this umm…exact classroom?

NR      Umm.. Basic decoration pretty much took me the duration of the summer but once I got my student list it didn’t take me that long.

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 the receive attention from out teacher aid

JW      Ok do you see that enhance the student learning… did you see any different in the students?

NR      I feel as though those students who require the specific attention umm they are separated in the sense but not separated in the sense of (paused) them being separated in a totally different classroom they are still involved with the other students they just that they have a more specific and detail teaching

JW      Do you think the students… Since you incorporated the students that are more enthusiastic or more outgoing then the other students do you see them the students you place them with do you see them stepping up to the plate as the other students or do you see them riding  in with the students.

NR      I think it is very balance

JW      Very balance

NR      Very balance

JW      Are they stepping us

NR      Yes

JW      They are stepping up… How much…..

NR      But no more.. it’s not as if the more enthusiastic student is stepping up more than the student who requires more specific attention.. That’s what I mean the balance is

JW      Ok so the student that is more enthusiastic is not is not overriding the student…..

NR          Over riding the student who could be more shy and timid because that special attention that he/she might need

JW      Ok do you fear that sitting the more enthusiastic student with the shy student do you fear that they would take over the classroom?

NR      No

JW      No not at all

NR      No I do not

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

JW      Ok no problem how much freedom did the school board give you because I know with most schools the school board does not allow  you to hang some stuff on top, some stuff can’t be above like the fire extinguisher, but how much freedom were you allowed to decorate your classroom

NR      (starts to laugh)     Umm I really don’t (pauses) feel like I cross any boundaries

JW      UH HUH

NR So I would say I’m pretty free umm it hasn’t been brought to my attention that I cross anything (laughs again)

JW      Ok umm.. I see you have computers and a smart board in you class. So with technology expanding every day in the classroom do you feel like the smart boards and computers enhance the way the students learn.. Because when I was in school I didn’t have smart boards and we just started to get computers because we had chalk boards… Do you feel like the smart boards and markers make the children learn better or any more..

NR      Here is my thing I feel as though computers are always informational and helpful

JW      UH HUH

NR      Smart boards are beneficial in sense of it allows the teacher to be more effective and explain the material quicker for the simple fact of all we have to do is simply write something on the computer and boom it will pop up on the projection but in terms of us visually showing a student how to solve a mathematical equation I think a smart board could in a sense hinder a student in

JW      Do you believe that a smart board and computers are making us lazy

NR      Uhh no

JW      As teachers is it getting us an easy way out..

NR      NO

JW      NO

NR      No I do not

JW      OK.. So can you please describe, the different sections you do have in a classroom

NR      Yes I have a section that is dedicated just specifically to reading umm students are not allowed in this section without a reading book. I also have a section umm kind of like a costume section where the last twenty minutes of the day students are allowed to enter this section and just be

JW      Free

NR      Free (starts to laugh)

JW      Is that all day can they do that any part of the day

NR      No its just the last twenty minutes of the day

JW      Oh ok

NR      yea the school day and of course I have the mathematical/ puzzle section

JW      UH HUH

NR      Umm to just encourage math, reading is fundamental and math is GREAT!

JW          OK

NR      So I have just those three sections (laughing)

JW      Umm ok let me see with all the.. I mean I see this a very big school do you see that  with all the different classroom rooms do you compare.. how can I explain this do you think its better more vibrant or learning more than the other classrooms that are in the school

NR      Umm I don’t know about any other classroom in the school. I can only speak on the behave of my classroom and students and I feel as though my students are more attentive supporated and enthusiastic umm base of the fundamental teaching I try to provide and also the classroom atmosphere

JW      Ok i see that the colors are still manila white.. But I see you haver a lot of posters in the classroom do you feel like with the posters and the words under the posters and since you are teaching second grade does it.. do it help out the student even if you not teaching it

NR      I think it do because umm visual.. You how some people might be more visual learners then others.. Umm so you might necessarily attain the words that I speak  but there might be a specific poster or specific phrase that might stick out to you minds for the rest of your life

JW      OK

NR      And I think those are always helpful

JW      OK and with the different desk that are set up do you more  move them from the group and separate them so they can be more isolated or do you keep them in with the rest of the students so that can encourage them to be a better student or would you rather them to sit on their own

NR      I feel… uhh it depends on the severity of the student like if in turns of how bad they are acting I don’t specifically like moving students umm for the simple fact I feel as though that’s uhh and embarrassment I like for the student to learn from their mistake and soo umm at times I might keep them in their group and further along the class.. I don’t want to embarrass the student

JW      (laughing) I understand do you feel like with the posters you have around the room  umm with the different historical figures because some of the historical figures you have on the wall there not detail described in the history books I know when  I was aa student some of these figures weren’t describe as thoroughly as others inside of the history books.. Do you think that since they are own the wall the pictures there do you think they learn more.

NR      Yes definitely.. I Feel as though with me to for example when I was growing up in elementary school there were figures of people I knew nothing about.. I didn’t learn about them until high school or even maybe college and I feel as though me just presenting these figures, concepts or phrases to these students not only enhancing them but just opening them up to education and information that we weren’t afforded

JW      OK

NR      Do you know what I mean ?

JW      Yes I get what you are saying

NR      I don’t want students to leave my class and say oh I never learned about him or I never learned about her.. I want to open it up the acknowledge meant to at least have known but having the decision not to further there knowledge

JW      OK I understand that is a very good concept.. I see you have you little section set up as a little mini living room I see you have a little couch in here

NR      And the play area (laughing)

JW      And the play area in front of it (laughing) I see that Do you think it gives a child a more comfortable feel

NR      Definitely umm you don’t want the one thing you never want.. I was a nerd growing up  so I was ok with the classroom environment but umm as time went on  you learn more about the student that does not like the classroom environment   or don’t like the with or authoritative teacher who has the ruler in their hand smacking it on their hand (makes a slap noise) no learning is fundamental everything is fundamental everything should be a fun learning experience so that’s all I strive to abide by

JW      Ok that’s a good thing!!! Do you think that since you are finishing up a year do you think your children or students that you have are going to go to their next class and expecting more since they started off with this class with much high expectation

NR      I sure hope so (laughing)

JW      (LAUGHING) Is it because of your teaching or because of the way the classroom was set up because as I looked around different classrooms I observed the different classrooms  in the school I observed that your classroom stood out the most  so do you think that the student are going to go with high expectations on the classroom or high expectations on the learning

NR      I feel as though my teaching my teaching no I’m sorry.. I mean my students shouldn’t expect anything from the classroom umm.. The classroom should be more of an comfortable environment.. I feel as though my students should more form the teacher and the teaching techniques because as a student gets older the classroom changes. For example elementary school the teaching techniques is different than high school and in high school the teachingis different in college classroom and I think us as teachers should strive for students to excel more in a college environment weather it is a liberal environment or weather the student as more then one option to bed more successful Do you know what I mean? (Pauses)

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

JW      So you are you agreeing that a classroom environment enhances a way students learn?

NR      Defiantly  

JW      Why

NR      I mean this interview just encompasses everything a student will be him or herself when they are comfortable

JW      So do you think your classroom..

NR      When there is no fear involved when the student is courageous enough to just be themselves.

JW      So do you think your classroom comes from a student who goes home and says I can’t wait to go to school to be

NR      to be with Mrs. Richardson

JW      OK that’s how they should feel.. Thank you for taking your time out to talk to me about your classroom.. I enjoyed your classroom.. I enjoyed observing yourclassroom and I hope things really work out for you in the future.

JW      Thank you Joanna and I hope the same for you..

post 17

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 in more knowledge because of how it was set up. Teachers all over the world set up there classrooms different, some have bright colors and a lot of posters while others have nothing at all. Do classrooms with high energy ,alot of colors,spark and posters enhance a way a child learns.

post 16

How long have you been teaching?
Do you decorate the classroom yourself?
What gives you the inspiration of your class design?
Roughly how long does it takes you yo set up your classroom?
Do you feel that the vibrant colors have an  affect on the way the students learn.
Do you seat your children in a certain way base on their learning ability?
With technology expanding everyday in the classrooms. Do you feel like the smart boards and computers enhance the way the students learn?
What made you add the different sections to the classroom.
Do you see a change in your classrooms compared to other classrooms in the school.
In your opinion do you feel students learn better with having a smart board or a regular chalk board.?
Can you think back when you were in elementary, do you feel the classrooms environment affected the way you learn.

blog 15

I learned a lot about oral History when i was doing our mock interview. It was very different because you had to make sure you learned the person background before you started talking about the information. Doing oral history has to be very more descriptive and very more in depth. When I was doing my mock interview we made sure that we ask questions that we know wouldn't get a response of just yes/no./ We wanted to ask questions that would provide long and in depth answers. I observed that oral history is not an easy task but once it is done right you can inquire a lot of information that you needed.

Short analysis paper

Joanna Williams

Sally Chandler

Short Analysis Paper

School and games have always been part of two different worlds. When you think of school you think of learning and work but when it comes to games it’s more fun and less serious. In the interview between “CH” and “B” you can tell that they were going back and forth trying to prove a point. Why would some people not want games to be connected to school? In the beginning of the interview “B” comes off very cocky and sure of himself. You get that feeling when “CH” states that “B” considered himself as a hardware expert.  You can already get a sense that “B” thinks very highly of himself when it comes to computer games. Instead of just saying that he knows a lot about gaming software he consider himself as an expert but when you continue to read the interview things start to change.

               As the interview continues he still comes of arrogant, when “CH” ask him “what programs you knows how to use” he simply states “you know.. what everyone knows how to use” you can tell that he was trying to impress “CH”, he was trying to prove to her that he knew a lot about gaming since he was an “expert” Things started to change up through the interview when “CH” started to consider games as software. “B” knew they were software but instead of just saying a simple yes he says “yea, but it’s just games” As he still seems very sure of himself it’s started to show here that him and “CH” had two strong opinions about software.

               The interview goes on and “CH” wants to know “B” background exposure to software. This is when the uncertainty comes in. He starts to say the word “ah” in the beginning of the interview he was sure of himself and was very quick with his answers trying to prove to “CH” that he was the expert he said he was. As “B” starts to explain his background exposure he simply just says that “he has a knack for it.” He explains that he just simply know how to do it when he see scissors he know that means to cut and he know when to drag things. It seems when “CH” heard him say this she knew that was simple “literacy” she knew that his explanation was just simple basic reading skills.

               Why would “B” want to resist the fact that gaming and school has a connection? You can see “B” starts straying away from the question. “CH” tries to explain to “B” that there is a connection when it comes to making games and academics. Instead of “B” trying to level with “CH” and coming on common grounds he starts to just go on and talk about the process of making a game. He was explaining things that most people already know about the gaming process.  “CH” tries to explain to him that the stuff you put into these games you had to learn from somewhere. “B” is quick to answer and say “he cannot connect first shooter with Microsoft Word” In my opinion I believed “CH” knew about gaming and “B” was still trying to show off all the things he knows about gaming software.  Finally when “CH” asked about “filing systems and game spacing,” “B” agrees with her and says that they are software. I believe “B” wasn’t expecting “CH” to know anything about games since he was the expert.

               You see “B” and “CH” going back and forth about this connection and yet “B” didn’t want to see a connection. Most students don’t want games and school to be connected because with games there is no pressure to pass or to win. “B “expressed that he says that when he is making the games no one is grading him or making sure he passes.  “B” seemed like he wanted gaming to be in its on world no connected to school. It’s not bad that there is a connection it’s just that most students enjoy the freedom of games and having it separate makes it easier on them.

blog 12

The data set I will like to look at is the Chat Rooms. I want to use this one because through the two interviews you can tell how she has changed the way she was talking and how she felt about chat rooms.

Questions

• How can online chat rooms benefit young children?
• Should young children be able to go on chat rooms?
• Why are girls more interested in chat rooms and talking to strangers then boys?
• How can chat rooms become safer and monitored?
• When do children grow out of talking on chat rooms? 

     

blog 11

Blog 11:  With your group - pose a new question about teacher comments.  What categories + codes would you use to answer this question?  What patterns do you see in our data set with respect to your new question?

·        What’s are the comments that bring changes students performance?

o   Comments that are positive in nature:

§  Praise notes- its boost their self-esteem

§  Decreased disruptive behaviors because it adds to a positive classroom.

§  Classroom motivation- (ex: more participation in discussions)

§  Self-efficacy

§  Academic learning success because it increases their knowledge.

§  Their writing abilities improve.

§  When students are being praised they are more likely to repeat the good behavior. 

Categories/Codes:

            The above statements are all features of positive learning community.  This learning community is essential for all learning to occur.  Students will be able to enhance their work when positive feedback is given.

Codes:

·        Teachers would underline words or sentences with a distinct pen but would not cease praising (ex: red).

·        Teachers would leave comments at the end of the paper stating the good things that were well done and things that need improvement.

·        Teachers could be more in detail with their feedback on students work.  With technology now teachers are able to leave comments on the side of the paper, and or, after a sentence. (ex: “A new idea seems to start here, elaborate more on the idea or give an example.”)

·        Teachers can enforce doing drafts so the student can know how to enhance their final paper.

Patterns on Data Set:

·        Language:

o    We see a pattern in the code examples provided, which all are part of a positive learning community.

We see that language creates things. We see a pattern of positive language usage.  When a teacher gives back positive language (feedback) then you will see the changes develop in the students work.  When students receive the positive feedback they will want to continue to improve their writing and their behavior.  This helps create the learning community

Blog #9

Blog 9: With your group (one post per group) do the following:
1. Identify which questions assess which learning outcomes (some questions may apply to more than one learning outcome) (For this task - you should list each of the 19 questions under one or more of the 5 learning outcomes).
2. Evaluate the effectiveness of each question in terms of what it allows students to communicate about the knowledge, feelings, and practices they might have with respect to each learning outcome. (for this task, you should produce some comments that account for WHAT information each question provides with respect to the learning outcome it is listed under, and some observations about how well it provides that information)
3. Note (make a list of) any information about the 5 learning outcomes that the Department might need = but that will NOT be gathered through these questions.

Additional questions:
What definition(s) of "writing" and "learning" is assumed by this survey?
Are those definitions a good match for the definitions assumed by the student learning outcomes? Are they a good match for the way the students taking the survey will define writing and learning?
How might you change this survey so that it could provide a more accurate reflection of what students learn in this program? List your suggestions.

 Student Learning Outcome 1

1,5,7,15,

Student Learning Outcome 2

1,3,4,7,8,9,11,13,

Student Learning Outcome 3

2,4,6,9,

Student Learning Outcome 4

8,10, 13,

Student Learning Outcome 5

3, 8,9,12,

The survey covers what students are knowing and learning. We believe it asked the basic questions about English. Most of the questions offered how the students feel about their writing. I believe if the teachers understood how the students felt about their writing they could get a better understanding on how to teach. It covered all the objects but We think they could of added more about learning then writing. There were a lot of questions on writing but not much on the learning process.                    
Writing is express in the survey when you introduce the questions on how a student might be able to revised their work. Also when you ask the students about their brainstorming process this also will enhance a students writing ability. Learning is involved in the survey when the questions ask how they are able to grasp the different information they learn in the different English classes.This is a good match because it shows how the children will be using these definitions when furthering there learning in this major. There could be more information on learning as there is with writing. I would change the survey by adding more personal questions regarding writing on student’s spare time. Also I would add more questions to suggest how their writing style is because when they do the survey the second time you could see if their writing style has changed or not. I will also add more questions on how their writing reflects to their other courses besides English.

blog 5

State of Purpose 
To see if classroom environment in elementary schools have an affect on the way children learn.

Detailed Statement
All classrooms are set up in different ways, some teachers have desks in a circles others have the desk grouped up. Also some classrooms are filled with vibrant colors and pictures all around while others are less creative. In my research I want to see if the environment of the classroom affect the way the children learn. Since the rooms are more vibrant are the students more interested in learning? Is it better to use a smart board or an old fashion chalk board? All these questions and more will be added in my research.

Information needed
I need to first understand how children learn. I want to first focus on how children comprehend the stuff they learn does different effects help them learn better. I also need to research how visual affects have on a way a person can learn. I need to look at different classrooms and compare them to each other.

Sources
I found an article How Classroom Environment Can Ignite Learning and Cultivate Caring by Elena Aguilar, she speaks on this one classroom she visited and how the colors and the different stations set up are helping the children learn and helping them interact with each other better. The article shows pictures of the classroom and you can see the vibrant colors and the different words she has in her classroom.

Plan on gathering information
I plan on studying elementary students in various classrooms.
I will be collecting the information at Park Avenue Elementary School in Orange NJ
I want to try to at least look at four different classrooms who have different environments.
I want to intervew teachers and see there opinion and also pass out a survey to the children

5 1/2

In the classroom everyone was trying to pay attention to the professor and trying to jot notes. I noticed students looking around the classroom and laughing once the caught eye contact. As professor T talked to Jillian about her project she joked saying "i should change my project" Once Professor T said something about 200 pages.  Professor T mention that everyone were trying to write down there field notes and participate and the class started to laugh. Janida and I both commented that no one was doing nothing and its nothing to write, as Professor T was talking. Krista was explained her project on college students that were bullied and how it affect them. She explained to the class but i believe no one was really paying attention because they were trying to write down the stuff that was going on. All you see are students heads to there notebooks and giggles being passed around because no one knows what to write. Professor T continued to write on the board and ask the students questions. You could read on a lot of students faces asking why would she ask us questions if we are trying to write down what people are doing.

The project i will like to study is elementary environment and how it affects the way children learn.

• Does the way the desk section, does that affect children.
• Do the vibrant colors around the room help children learn.
• How does the pictures and colors around help children gain more knowledge.
• Does new technologies in the classroom enhance children learning.  

blog 4

How does the language used in the string story build up suspense before the ending.


Significance
    How is the piece of  language being used to make certain things significant or not and in what ways.

•   The joke starts off with a string walking into a bar.  First a string does not walk into so your focus is first on the string being able to walk into a bar. The language is very simple and this explains that people will understand the joke. Unlike the other jokes were you need to think more and possible re-read the joke to understand it. This joke was straight forward and soon as you read the first sentence you understand that a string is walking into a bar and looking for a beer.

Relationships
   What sort of relationship or relationships is this piece of  language seeking to with others (present or not)

• The relationship of the string joke shows that a person must pay attention when reading the joke. At the end when the author puts frayed knot you have to listen to fully understand what is being said.
• The author i show personification in this joke giving the string human characteristics.
• If looking closer into the joke you will notice discrimination.
• If you take away the string and replace it with a human this will count a prejudice.  

How does the language used in the string story build up suspense before the ending.
To go back to my original question the author builds up the suspense with the language by having the string go to different bars asking the same question and still receiving the same answer. It makes the reader want to hurry to the end to see if he will continue to go to the bars. The readers is going to read until they find out what really happens. The suspense is build so much that a reader will not just stop reading it. Instead of just going home he was tied into a knot and that how he described himself to the bartender explaing what he was. But when you read it out loud it sounds like I'm afraid not.

blog 3

Analysis: Panda Story

     How does the language used in the Panda story build up suspense before the ending?

Significance:

     How is this piece of language being used to make certain things significant or not and in what ways?

    Since, we are gathering information from text, we would have to account for the actions that are taking place within the story.

     In the beginning of the story, the jokester reveals that a Panda has escaped a zoo in New York.  Of course the people of New York would be on alert, wondering where this wild animal has gone to.  However, the jokester then reveals that the Panda has entered a restaurant, seated himself, and ordered food.  Through the maitre 'd's assessment of his surrounding the Panda's actions and whereabouts calms the situation.  In essence, the Panda is acting like a patron at the restaurant.

     After the Panda eats, he "calmly pulls out a gun...and blows away several customers and a couple of the waiters."  Murder, especially in today's society, is significant.  However, the jokester follows that sentence with the Panda turning around and heading for the door.  The Panda's action isn't rushed after he wastes a handful of people.  He's not trying to make a quick get away.  Because the joke teller doesn't express the Panda's haste to exit the restaurant, we see a down-play on significance.

Relationships:

     What sort of relationship or relationships is this piece of language seeking to enact with others (present or not)?

     The jokester is trying to relate with someone who understands the English language.

      -The Panda tells the maitre d' to look up the word Panda-->it's common for people to look up words in the dictionary and other sources to find a meaning.

      -The chief detective sends a rookie out to get an encyclopedia-->relates to the previous statement.

      -The kicker: "Giant Panda, lives in China, eats shoots and leaves."-->the ending of the story plays on punctuation.  "Eats shoots and leaves" refers to the animal eating a plant.  On the other hand, "Eats, shoots, and leaves" is what occurred in the story.

Connections:

     How does this piece of language connect or disconnect things; how does it make one thing relevant or irrelevant to another?

      -Connection(s): The Panda, which escaped a zoo, now has human characteristics and is sitting and ordering food at a nice restaurant.  The maitre d' doesn't think anything of it because New York is strange.  Although the idea is absurd, it works within the context of the story and the knowledge readers know about New York and its denizens.

This also shows a stereotype to New York, they showed that New York is a tough and rough placed and the maitre d' said he was used to stranger things then a giant Panda.  

Language (tool):

     The story is written in a "matter-of-fact" tone, which makes the joke very casual.

How does the language used in the Panda story build up suspense before the ending?   

     After analyzing the significance, relationship, and connection found within the Panda story, we noticed that the language used within the text had a roller-coaster effect, which ended with a "one-two"play on punch-uation. Also this shows that this joke relates to English teachers or people who knows grammar well. It will be hard to understand this joke if you were trying to tell it to someone rather then having them read it.