Classroom Climate
Setting the Climate
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Room Arrangement
During my six week placement, the kindergarten room I was in was set up with tables, rather than individual desks, with the exception of a couple desks due to lack of space. The tables were placed vertically facing the front of the room like rays ensuring that none of the students had their backs to the front of the room. The teacher with whom I was placed did not have a traditionally large desk, but instead had a small computer cart in the front corner of the room and a plastic drawer organizer underneath the desk for storage. This setup allowed her to better utilize the space for student use in her small classroom. At the back of the classroom was a half-circle table for guided reading and other small group activities. I liked how this overall arrangement allowed the teacher easy access to all areas of the room. She didn't have to get out from behind a desk when something emergent occurred; during guided reading, she had eyes in all parts of the room from the back table; and the students were able to work together, yet conveniently see the front of the room.
I would like to implement some of these concepts into my future classroom. I believe small groups of desks are very beneficial to student learning, as well as more functional to maneuver around than rows. The small group table at the rear of the classroom is another idea I will utilize. It is important for the teacher to be able to have eyes on all areas of the room so that students stay focused and on task. One idea that I've seen in other classrooms that I'd like to apply in mine is having "special areas" to where students will be able to go during silent reading, partner or small group times, and during work times, should they choose to utilize them. I love the idea of cozy areas that feel like home so that students feel more comfortable and willing to work. Depending on the part of the day, they might be privilege areas so students will need to show hard work and focus in order to go in them and stay in them. During other parts of the day such as silent reading, they will be randomly assigned so that all students are able to have an opportunity to spend time in them.
I'd like to have an area where we can gather together as a whole group for morning meeting. It depends largely on the school and classroom size, as to what this space would look like, but I hope to have a soft area rug or the ability to easily move a few desks out of the way to sit in a circle of chairs. There is power in being able to see one another with only space between when you are building community. It creates a great bond among peers.
I would like to implement some of these concepts into my future classroom. I believe small groups of desks are very beneficial to student learning, as well as more functional to maneuver around than rows. The small group table at the rear of the classroom is another idea I will utilize. It is important for the teacher to be able to have eyes on all areas of the room so that students stay focused and on task. One idea that I've seen in other classrooms that I'd like to apply in mine is having "special areas" to where students will be able to go during silent reading, partner or small group times, and during work times, should they choose to utilize them. I love the idea of cozy areas that feel like home so that students feel more comfortable and willing to work. Depending on the part of the day, they might be privilege areas so students will need to show hard work and focus in order to go in them and stay in them. During other parts of the day such as silent reading, they will be randomly assigned so that all students are able to have an opportunity to spend time in them.
I'd like to have an area where we can gather together as a whole group for morning meeting. It depends largely on the school and classroom size, as to what this space would look like, but I hope to have a soft area rug or the ability to easily move a few desks out of the way to sit in a circle of chairs. There is power in being able to see one another with only space between when you are building community. It creates a great bond among peers.
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Student Work
Being that I was placed in Kindergarten, there wasn't much student work that needed to be returned to the teacher for grading. That which students made or completed, usually ended up going home. The teacher used a cubby system to collect all the items of the day in one place so that there would only be one trip to the lockers at the end of the day. This is a helpful method for any elementary grade level and one that I hope to carry into my own classroom. There generally wasn't work to make up in the event of a student absence. Usually it was just a project or work in the handwriting or number journals. These items could be easily made up the next day during the same lesson times when they finished up with the next day's letter or number.
In some of the other field experience placements I've had, I've seen a variety of methods used to manage student work. One of my favorite systems was a simple filing tower. If a student was absent, one of the spaces contained left over papers, if any, from the day before that they could take and complete. The next space was for completed work to be graded. Also, homework assignments for the entire week were written on a whiteboard, which the students filled out. This method reinforced the idea that they are responsible for their assignments and that they should support one another by helping those who were not in class know what they missed. Students were taught to never hand in the papers directly to the teacher, but rather to place them in the assigned filing space. This kept the teacher's desk from becoming cluttered and the papers from being lost. I intend to apply a similar method in my own classroom. I felt as though the students appreciated the trust and respect as maturing individuals, and that it taught them responsibility for their efforts, productivity, and learning. This system could be appropriately adapted for all ages.
In some of the other field experience placements I've had, I've seen a variety of methods used to manage student work. One of my favorite systems was a simple filing tower. If a student was absent, one of the spaces contained left over papers, if any, from the day before that they could take and complete. The next space was for completed work to be graded. Also, homework assignments for the entire week were written on a whiteboard, which the students filled out. This method reinforced the idea that they are responsible for their assignments and that they should support one another by helping those who were not in class know what they missed. Students were taught to never hand in the papers directly to the teacher, but rather to place them in the assigned filing space. This kept the teacher's desk from becoming cluttered and the papers from being lost. I intend to apply a similar method in my own classroom. I felt as though the students appreciated the trust and respect as maturing individuals, and that it taught them responsibility for their efforts, productivity, and learning. This system could be appropriately adapted for all ages.
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Procedures & Routines
The establishment of procedures and routines was foundational in my six week placement. In Kindergarten, everything is brand new for these students. They do not come in with prior knowledge as they do in other grade levels because, regardless of preschool experience or not, they are in a new environment with new rules. We had to explain everything from carpet time to bathroom break expectations, and everything in between. With so much groundwork to cover, we began with very basic concepts the first day and built on those. We modeled the expectations for safe and proper use of classroom materials and explained some of the dangers to be avoided. Modeling was instrumental in teaching these students. Much of the modeling was traditional, where the teacher does it for the class to observe, mostly because the students were so hesitant and nervous at first. Interactive modeling was used, as well. At times, there were times for discussion of upcoming procedure practices, such as fire and lock down drills. These discussions helped the drills run smooth and made sure the students were calm and expectant.
It will be important to establish the procedures and routines of my classroom right away so that students may get in good habits while the change is new. I plan to begin the school year by making sure the students understand the daily and weekly schedules, how homework will be turned in and graded, procedures related to each content, and much more. I will create and use anchor charts early in the year to help remind students what they are expected to do during transitions, down time, and other moments throughout the day that generally get chaotic without proper structure. We will revisit the charts regularly until they can recall the expectations from memory. I will make sure that there are labels on designated spots that they need to use, such as their mailboxes, homework bin, makeup work, etc. If students ask me about a procedure or routine that has been well established, I will ask them questions to help guide them to remember.
It will be important to establish the procedures and routines of my classroom right away so that students may get in good habits while the change is new. I plan to begin the school year by making sure the students understand the daily and weekly schedules, how homework will be turned in and graded, procedures related to each content, and much more. I will create and use anchor charts early in the year to help remind students what they are expected to do during transitions, down time, and other moments throughout the day that generally get chaotic without proper structure. We will revisit the charts regularly until they can recall the expectations from memory. I will make sure that there are labels on designated spots that they need to use, such as their mailboxes, homework bin, makeup work, etc. If students ask me about a procedure or routine that has been well established, I will ask them questions to help guide them to remember.
Rules & Consequences
Some of the main rules that were established in my six week placement were to stay on task during class work time, remain silent when the teacher is speaking, walk silently in a straight line in the halls, take care of the classroom and each other, and follow the school expectations. The consequences that resulted from breaking the rules ranged depending on the severity of the behavior. Verbal reminders were generally sufficient for most students, but occasionally greater measures needed to be taken. Students who absolutely refused to do school work, and instead played with the classroom toys or constantly blurted and interrupted, would miss part of recess time. This consequence was given under the idea that they had already had their free time during class. When students refused to properly walk in the halls, they had to start over and practice again. If students were disrespectful to one another, a conversation was had with either both students together or with the one displaying the undesired behavior to help resolve the issue. More severe consequences included sending the student with someone from the behavior team or giving the student a minor slip to document the negative behavior.
The school determines the more severe consequences. The consequences that are more teacher-managed are determined by the teacher and based on the behavior. Students were not introduced to the minor slips until around the fifth week of school, as the school believes the first month is an adjustment period for everyone and teachers should do their best with positive reinforcement and behavioral modification. Once several weeks have passed, they feel that extreme rule breaking is more than just a result of adjustment.
In my own classroom, I want the students to have input in what the rules state so that they become invested in upholding them. I will use logical consequences when the rules are broken so that students are given time to reflect and try better next time. The rules will be revisited so that students can independently make good choices regarding their actions and words.
The school determines the more severe consequences. The consequences that are more teacher-managed are determined by the teacher and based on the behavior. Students were not introduced to the minor slips until around the fifth week of school, as the school believes the first month is an adjustment period for everyone and teachers should do their best with positive reinforcement and behavioral modification. Once several weeks have passed, they feel that extreme rule breaking is more than just a result of adjustment.
In my own classroom, I want the students to have input in what the rules state so that they become invested in upholding them. I will use logical consequences when the rules are broken so that students are given time to reflect and try better next time. The rules will be revisited so that students can independently make good choices regarding their actions and words.