Classroom And Student Learning And Interactions

The classroom structure for the participating school I.S 93 is uniquely arranged. The classroom is not spacious where students must squeeze through the aisles to get to their seats. The seats are lined in three rows all facing the smart board with the teacher’s desk on the right facing the students. In the classroom there is a wall of lockers for her advisory class to get or put away what they do not need for the day. The teacher has one desk beside her desk for when a student needs help with assignments or is misbehaving in class. Having a small classroom makes it easy for the teacher to have one-on-one interaction with the students. One-on-one interaction is beneficial to the student because the student will feel comfortable in the classroom when a teacher show she cares.The way a teacher shows she cares about the student is when she gives them the chance of speaking their

I want to build a sense of community were discipline problems can be prevented, children can feel safe, secure, nurtured and supported by the environment through thoughtful arrangements. The large amount of space in my classroom will be devoted to the arrangement of individual student desks the U-shaped desk pattern in my classroom will allow me to make eye contact with every student and reach each student with ease and this is also good for frequent whole-group discussions. I will provide open passageways through the aisles so the children can move around the room, this is essential for children in wheelchairs to have mobility. My classroom will have brightly colored posters, rugs and furniture such colors as yellow, orange, red and green will be on the classroom walls. I will have a bulletin board in the entrance for posting lesson plans, information about special classroom activities,

Some major accommodations that I observed were the sensory room and sensory activities. In the back of the room, there was a box of either rice or corn that the students could scoop and push around. Students would go back there if they were feeling anxious or restless. This was a way to calm the student and to get them back into focus to continue their work. The sensory room was a small room in the kitchen area that was filled with objects for the student to interact with. The girl I mentioned earlier stayed in this room most of the time that I was there. Objects like a punching bag and a hammock-like swing were part of the room. I am guessing that this room serves a similar purpose to that of the box in the back of the room, but perhaps more for the severely impaired

Within the four books we found that between the interactions of three different teachers Junie B. was exposed to PEP styes of teaching, authoritative styles of teaching, authoritarian styles of teaching, and permissive styles of teaching.

The setting of this classroom is very open and welcoming. The environment for learning is very positive and encouraging. The walls

First, the environment in which learning takes place should be appealing. Regardless of the size of the room--whether small or overcrowded--there are a number of ways to create an

With the layout of the room, it seems there is adequate space to move around and do in-class activities. The physical space also seems conducive to teaching and learning. The physical space, including seating and grouping arrangements, seems to enhance cooperation and learning because there seems to be fewer distractions

She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks, schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students “take pictures” of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other class follow the same lessons. The students from the other class were very respectful toward her and her to them.

My classroom environment is designed in relation to the learning opportunities provided for students creating a positive, warm, and welcoming classroom environment. My classroom will foster a diverse atmosphere. This is important so each student may learn. I will have plenty of resources in my classroom that foster learning and allow students to feel comfortable. I will make my students feel comfortable in asking me questions. My classroom will be a tactile environment no items that will cause distraction to the students. I will also have items to help students relieve their anxiety. My classroom will foster student centered learning and students will be autonomous and will be able to work collaboratively on projects.

Inside of the classroom there was a different objective I observed such as three calendars, three tables, a cabinet, 15 pack backs on the shelves and glitter. There were 2 flags, four plants and children sitting and lunch set. There were wood blocks, children pictures, pencil and crayons. There was hand paint, one clock and three rugs. There was three teachers and one with it an apron on.

When I first entered the classroom the atmosphere was very inviting and comfortable unlike most classrooms I enter for my own classes. There was a large skylight in the center of the ceiling as well as several windows that let in natural light. There are also green plants in a couple corners of the room. Each student has their own cubbies to put

It is really amazing how excited students get with the possiblity of using the computer in the classroom to assist them with their lesson. The teacher added that she uses it as a reward system, stating how affective it is in maintaining order and control in the classroom. Students knew how to navigate, go to various websites that were related to the lesson and create a folder in which to put their assignments in.

The classroom is organized so that the student’s stuff and the teacher’s stuff should not cross paths. The students keep their materials in their cubbies at one end of the room, their pencil boxes at their seats, and their book boxes on the floor. The teacher’s stuff is located on her desk, and the back table where small group stuff gets done. The classroom setting is definitely positive and interesting because it has a minion theme. Children in that age range love minions most of the time and

Through the course of my observations, I was able to see and analyze the classroom interactions between the teachers and students. Throughout all the visits I made to Mrs. C and Mrs. P class, the students seemed to be engaged with the material and participated in class discussions and activities. There were a few students who would go off topic when working on group projects. Nevertheless, both teachers made sure the students stayed focused and continued to work on their assignments. If students had their cellphones out the teachers would make sure the students put it away, unless if they were using Kahoot to review. Both Mrs. C and Mrs. P were well respected and not interrupted by the students. The students

This paper provides a pilot analysis on several classroom interaction data collected from the researcher’s MA project. By examining the data again, the main thrust of this pilot analysis is to inspect and pin point the phenomena of power relations and morality from the data. From there, the analysis attempts to establish the connection between the phenomena with the theoretical framework discussed in the literature review. This step is taken as the prerequisite for the upcoming analysis for the study.