I noticed an Accelerated Reading section in the back corner of the room where students could take tests without being interrupted by other students. There were several different academic posters all over the walls for students to reference to during lessons. I noticed a small group section in the front of the classroom where two students were sitting during my observation. The classroom rules were posted on the side wall where students were easily able to see them. The organization of the room allowed for successful learning and definitely attributed to successful classroom management.
Students get to give the opinion on what is best for them to learn from by helping Mr. Collet collectively agree upon what material they will have homework on. This helps students have a since of being a part of the teaching process, build self-esteem, and become stronger learners. Positive social interaction is defined as process of reciprocal stimulation or response between 2 people. It develops
1.2 Describe the importance and purposes of displays in the school School displays are there so visitors and parents who come into the school can see what their child has been doing through the course of a term. They can also make the school feel more welcoming and can give the children a sense of achievement. It is important for children to see their work up on the display boards as they will begin to feel as though they are doing something right within their time at school. They will feel as if they are achieving something and it will be something positive to tell their parents. The purpose of display boards vary.
A learning environment can also be a virtual environment, this could be a website, Power Points, virtual games. The learning environment could be as simple as the design of the learning environment, for example if there is a lot of windows allowing natural light, it will allow a student to see their work and read books etc. easily. The design of the class room could also include the desks, this is shown in a blog from Annie Murphy Paul: ‘Comfortable—and larger—desks and chairs were an aid to progress.’ The learning environment could also include the temperature of the place which you are trying to learn in, as if the environment is too hot/cold I may be uncomfortable causing me to be distracted from my work. The learning environment must also be related to the certain subject, for example by having posters about diversity in a health and social care class room, this will help me and other students to stay focused on the subject, as if the posters were about Spanish it could cause the students to go of topic, and not take in as much information.
Pictures: Pictures are used alongside words to make communication more easier and understandable. In fact in my placement school, the reading scheme that is used starts the children off with ‘picture only’ books so the children are encouraged to talk about the pictures in the book and make their own story up and ask questions. Technology: Computer programmes (apps and games), interactive whiteboard, story tapes, cds are all ways of stimulating a child’s communication development. These days a lot of programmes are interactive and children can hear and respond to different applications made specially to help develop their
Often, the display should be the representation of the children’s own work. However, posters, published materials or good quality photographs can be used when the children’s own work is not available. The display should always have a clear title, a year group label and should have a short explanation of the task / learning objective. In order to enhance and enrich the displays, all the labels could be printed by school staff or children using their computer skills. It is also important that the class teacher uses a range of questions to draw attention to the display and encourage interaction.
Competency Goal 1 To establish and maintain a safe, healthy learning environment Functional Area: Safe As a teacher working with children ages three to five it’s my responsibility to maintain the children safe while they are in my care. To make all areas in the classroom safe, they need to be open, able to see the children when they’re playing in all areas in the classroom. Create a clear passage ways in classroom; so children don’t bump into each other or into the furniture. Have the children check the floor in their areas regularly so they don’t trip on them. Make sure the areas have enough room for the children to be engage in the areas activities.
Children are supported in settling happily into the classroom and their self-initiated learning is developed and extended through sensitive intervention by staff, or observed as appropriate. One member of staff sets up outside with a group of helping children. The day continues with a balance of adult and child-initiated activities that take place both inside and outside, short focussed learning times for the whole class group, small group work and individual support. EYFS learning times are punctuated by: Snack time – Children wash hands before selecting a piece of fruit or vegetable provided by the school Assembly – These are introduced gradually in the Spring Term, when the class group is ready to benefit from the occasion. Children are introduced to Key Stage assembly, Singing assembly, Whole school Golden Book assembly, and class assemblies when appropriate.
There is a role play areas within the classroom and in their secured outdoor play area. There are designated areas for tables and chairs where they will follow guided activities. These tables and chairs are created to accommodate the size of small children entering into school for the first time. Under the guidance of the class teacher and following the foundation phase, the children are allowed to roam freely from one area to another within their classroom space. Although their equipment and surroundings will appear big at first it soon becomes apparent just how small everything is in the lower school ( age 3-7 ) compared to the upper school ( age 7-11 ).
All classrooms have posters promoting positive behaviours and feelings. There are also many games and puppets that can be used to encourage social skills. All children are encouraged to take part in their classes circle times, even if they make a minimal