Importance Of Classroom Environment

School psychology is defined as the application and use of psychological principles, techniques and theories in the realm of childhood education. Its knowledge base being drawn from fields in its career family, to include clinical and educational psychology, school psychology keys in on the study of individual students’ learning capabilities and adjustment on an educational platform. With origins intimately related to those of special education, school psychology addresses the needs of typical children that attend typical schools. Practicing in this area of study would involve a wide spectrum of duties, to include the development and implementation of psychoeducational tests and special

When it comes to education a huge importance is given to the topic Psychology. Whenever the term psychology comes people think about the mental illnesses. But it has provided the world with a better understanding of the human behavior. When applying it in the field of education it has made a huge difference in learning and helped teachers to get to know the learner better. It has given a new meaning to learning inside a class classroom. There are various sub divisions of psychology. The aim of this assignment is to explore and explain the role of educational psychology in teaching. In this assignment I have included twelve main scopes of educational psychology and explained about how it benefits the teachers and the students.

Classrooms environments are very important at the time of learning. According to our textbook, the environment is viewed as an established behavioral place that forms how we act and behave (Vukelich & Christie, 2016). The environment in the classroom I visited was adequate for learning because it has all the things a preschool classroom has to have according to the textbook. The classroom has a bulleting board, a dramatic play center, a writing center, tables for manipulative and games, whole group meeting area, a computer area and an art area. There was also on a wall a picture of every single child with his and her names. My visit was from 10:30 to 12:30. When I first arrived, children were in a transition from one activity to another. The next activity was to watch an ABC phonics video. All the children knew what they have to do. They had to sit nicely and quiet on the floor. Every single child knew how to sit. They crossed their legs and put their hands in their laps. When the teacher saw that all the children were sitting properly, she assumed that they were ready to learn. During this activity I observed that Matthew and Jose were not engaged with this activity because they were looking to other children instead to look to the screen. For the next activity the children had to take a tablet from a cabinet. I was surprise because every single child knew the number of the tablet they have to take. Later I noticed that it was because in the classroom every child has a

Generally, the indirect environment set-up classroom environment, the activity areas remain fairly open free allow the circulation of children and allow teachers,’ to observe each child and encourage the child according his

The learning environment that has been created is for children ages 6 to 8. It is a kid-friendly environment where children can interact with their peers as well as concentrate on learning. Everything is spreaded out in the class, therefore, the environment is not cluttered. The open space allows the students to concentrate and learn whether in a group setting or by themselves. The furniture is arranged so that they can transition from any location in the room and not feel they are obligated to one area, but free to learn in all areas.

The background and foundation of the study is based off of several research studies on classroom environments in Kindergarten Classroom. The approach was adopted by NICHD SECC in kindergarten and preschool programs. The research discovered the high correlation between teacher interactions, classroom environment, and student achievement. The research was the basis for this particular research.

Educational environments for children change in many ways as children grow older. Because these stages of development are different, each learning environment adapts to the needs of the children in that developmental stage. During each developmental period, children’s learning environments, both inside and outside, are designed to promote the physical, cognitive, and social-emotional development of children.

Eggen, P., & Kauchak, D. (1999). Educational Psychology: Windows on Classrooms (4th ed.). Upper Saddle River, N.J.: Merrill Prentice Hall.

Teachers can use theories and findings from developmental psychology to improve the quality of learning that takes place within the classroom by changing the learning methods and social conditions that typify an educational classroom. This essay will attempt to show that although there are many psychological ideas that have theorised and researched different ways to educate; the most successful of these are drawn from Experiential learning. The vast scope of research on child development within developmental psychology forbids a full dissection of all key theorists in this brief essay; therefore I have limited the theoretical discussion

The key to a good classroom is a teacher who is control of their class. "The greatest sign of success for a teacher is to be able to say 'the children are now working as if I did not exist". It is important for a teacher to implement the proper policies and to have a certain presence in their classroom in order to maintain a good classroom environment. It is also good for a teacher to have these rules laid out even before they get in a classroom so they know where they stand. Part of having good classroom management is having proper policies for lateness,hw, and testing. Also having tricks to get students to focus on a lesson, stop certain behaviors and encourage others all while working the clock.

Last Friday, the November 6th, I did a Second Grade classroom observation at an elementary school for curriculum study and I focused on subject matter. According to the textbook, the authors stated that working with young children is exciting, exhausting, and rewarding. For teachers, to do job well requires to build a professional knowledge base that leads to effective teaching (Developmentally appropriate curriculum, p.40). The first preparation of the curriculum practice, a safe, spacious, and comfortable classroom is need to provide student a better learning environment that make students be more focus. When I walk into the classroom, I could see everything was in well-organized. The middle of classroom is couple groups of desks, it is as same as what we learned in the class that young children do not typically sit at desks in rows; the wall near the door was covered with some notes; the opposite wall had some poster with useful information on it; and there were many books below the poster. It looked simple, but it was big enough and built a good and safe learning environment for students.

As I walked into the classroom, I noticed many visuals, hands on materials, child size tables and chairs. The visuals around the classroom were pictures/ descriptions that can help the children identify things around the room. For example: centers, a word wall that consisted of sight words that they have learned in the past and words that are being added, shapes and colors, a calendar, classroom rules, and a sign language chart so that the children can learn his or her alphabets in sign language. In addition, the children’s authentic artwork were posted on the art board. For a large group of 15 children, the classroom space was very limited. In this specific classroom, the ratio was 2:15 (1 teacher, 1 aide and 15 children) and this classroom isn’t shared with another class. The classroom has two long tables with six chairs per table: six red chairs and six blue chairs. The cooperating teacher explained that she has a red table and blue table because she wanted to separate specific friends due to behavioral issues. For circle time, the teacher has a rocking chair right in front of the circle time mat and everything on the circle time board is to the children’s eye level and child size. The circle time rug is big enough so that the children have space and they can see and hear the teacher. So far from what I have observed, the children have access to books, crayons, markers, writing utensils such as pencils, and journals.

If we think back to our school days and remember a teacher we enjoyed, we usually recall a

Being respectful and suggest new and creative ideas and strategies to present language has had a positive effect on learners rapport among them and with me, generating a change in their attitudes towards learning, supporting the confidence building and collaboration with peers. Nevertheless, Classroom Management has to be improved since the groups’ size might interfere with the learning process. In addition, Time Management need to be enhanced since it affects foreign language classroom dynamics (Ammar, 1996) in order to accomplish the objectives stated for each

One of the most challenging tasks in being an effective teacher is to create a learning environment, which adequately addresses the needs of all students. Effective teachers must be responsive to a diverse range of student backgrounds, including linguistic, cultural, religious, and socioeconomic (1.3 AITSL, 2011). In addition, an effective learning environment includes an understanding of Aboriginal and Torres Strait Island students learning needs and incorporates differentiated teaching methods to meet the needs of specific students’ abilities (1.4 - 1.5 AITSL, 2011). Therefore, to be an effective teacher aspiring to meet the ‘Every Student Succeeding’ policy (Education Queensland, 2016), in addition to well-developed content and pedagogical knowledge I will require a broad knowledge, understanding, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages (2.4 AITSL, 2011). Cultural diversity is multidimensional and may range from, language to beliefs, personal space to family roles, presence to the value of education, spirituality or concepts of health and healing (Lee, Cosby, & deBaca, 2012). To address such diversity research, on teaching practices, confirms there is a fundamental need for a Culturally Responsive Pedagogy (CRP) (Lloyd, Lewthwaite, Osborne, & Boon, 2015). In order to be an effective and culturally responsive teacher I must address the cultural norms students represent through the support of the EATSIPS