The Learning Environment Committee

During my field experience at Ridge Elementary school, I was placed in a 4th-grade classroom. While working on my field experience I had gotten the luxury to connect and bond with several types of student’s from various backgrounds and demographics. When I first stepped foot into the fourth-grade classroom it was very well decorated with quotes, educational tips, and motivational messages. There were three windows in which the students often gazed out while working. The walls were an eggshell color which was kind of depressing. Adding color to the walls would have made the environment feel a little more joyful yet the students still made that classroom their second home by decorating their desks.

understand in this lesson. In the next session we go back to the board and re-cap on to check their understanding about what they said.

Eye contact: Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.

Today I arrived at 8: 30. I organised the classroom and made it ready for pupils to come. After assembly we did some time table practice. Next we had a new lesson for numeracy skills and I supported a group of students. L. O. Was about the name of 2 D shapes and how can we recognise them. First Miss B explained about the topic and she draw the shapes on the bored.

Well planned space is arranged to meet the needs of the children in the classroom. The Core of DAP suggests the teacher should consider what is known about child development, learning, individual children, and social/cultural contexts when designing a classroom. Many pieces of the environment can influence how a child feels in the classroom. The text Planning and Administering Early Childhood Programs states that “aspects such as color of the walls, type of

I think that is positive support for the children learning, and spread the positive environment or atmosphere around the classroom. The teachers successfully achieve the Ohio Standards for the Teaching Profession, which are (5. 5) that say, teachers maintain an environment that is conducive to learning for all students. Also, (5.3) that say, teachers motivate students to work productively and assume responsibility for their own learning. In addition, (1. 3) that says, teachers expect that all students will achieve to their full potential.

* Explain how to establish and maintain a safe and supportive learning environment. 2. 3.1

Another standard which I reflect upon is Supporting Learning Activities. Because I work 1:1 a lot of the time during my placement I am constantly supporting YP1 with the learning activities. At the end of every session I reflect on how well the session went, how I could improve next time and whether I need to follow up on the activity. I have found that I have added more resources which work better with YP1 so we are able to complete task’s with better understanding. Reflective practice has definitely improved my 1:1 activities with

All mainstream schools are required to appoint a special needs coordinator from amongst their staff. The coordinator ensures the school’s special education needs policy (SEN policy) is properly carried out, and acts as a liaison between pupils, parents, school staff, and any external agencies that may be involved (DfES 2005). In addition, the coordinator often acts as an advocate for special needs students, aiding in both their empowerment and success in the academic community (Parker 2000).

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

The importance of creating a learning environment that fosters learning, interaction, engagement, and motivation. I found that classroom management, rules, routines, and community building activities very fitting of this standard. The Classroom Management Plan, Classroom Expectations, Classroom Climate Activity, and a Student-Centered Discipline Plan will help the environment in the classroom.

According to author Reiser , R, & Dempsey, J. (2012) “CIPP is defined as context, input, process, and product. Context assessment of the learning environment where a program or innovation is used to establish the objectives and needs for the program, also identifying factors of the environment in which may impact the usage of being successful. Within the needs of assessment of making the program it is used in planning decisions.” Reiser , R, & Dempsey, J. (2012)According to author Reiser , R, & Dempsey, J. (2012) “CIPP is defined as context, input, process, and product. Context assessment of the learning environment where a program or innovation is used to establish the objectives and needs for the program, also identifying factors of the

A positive learning environment requires consistency within the classroom and by the teacher. Rules need to be established in the classroom. Students and teachers need to understand and agree upon the rules and procedures of the classroom.

Teachers are expected to create meaningful and engaging instruction aligned with the Common Core State Standards, while also creating a classroom management plan that enhances student achievement. Jones and Jones (2013) quote Woolfolk and Weinstein (2006) in their book, Comprehensive Classroom Management, stating that “What students want are teachers who establish caring relationships, set limits and create a safe environment … and make learning fun” (2013, p. 59). I strive to achieve this in my classroom each day as I greet students at the door, shaking their hand and making small talk with them, establish fair and consistent rules and procedures, and by building positive student-teacher relationships while making learning fun through the use of hands-on-activities, role playing, and creative constructions.

I conducted my observation on November 3, 2017. I observed a fourth-grade language arts class taught by Robin Smith. Mrs. Smith exudes a love of reading and knowledge from the very moment you meet her. Mrs. Smith’s classroom is a warm, accessible, print rich environment complete with anchor charts, a word wall, and alphabet chart. Mrs. Smith and her classroom environment inspire each one of her students to find a passion for reading and learning. Mrs. Smith demonstrates an understanding of the social-emotional environment, and its importance to the success of a child’s learning experience. Although the social-emotional environment is much harder to grasp and see it is just as important as the physical environment. Mrs. Smith’s approach for classroom management demonstrates how a positive social-emotional environment can lead to an effectively well managed classroom.