Standard 5: Learning Environment
Title of Artifact: Classroom Arrangement and Classroom Management Plan
Date: Spring 2012
Artifact Description:
This artifact consists of a 3-dimensional classroom arrangement for a preschool classroom for children of ages three to five that I created with two other classmates in one of my pre-professional courses. The classroom arrangement included 4 different kinds of media, an area for large group, small group, and individual activities, accommodations for exceptional children, and relations with families. In the classroom arrangement there was a specially crafted loft that had a ramp to a small loft area which made it accessible for exceptional children and a ladder to a larger loft for all of the other children. In each loft there were similar manipulative toys for the children to enjoy playing with, so that none of the children would feel left out. This artifact also consists of my classroom management plan of discipline techniques and five-minute fillers for specific grade levels from per-kindergarten to fifth grade. For the discipline techniques there is an example situation when a student gets out of hand and a way to reward students because they did not get out of hand during class for each specific grade level. The five minute fillers are some fun activities to do with each grade level when free time is available and there is nothing planned by the teacher.
Alignment:
Wisconsin Teacher Standard Alignment:
This artifact best aligns with standard five of the Wisconsin Teacher Development and Licensure Standards which states:“the teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This artifact aligns best with this standard because with the creation of the classroom there is plenty of areas for individual and group activities among the young children. The areas for group activities are in the large group area with the rug, tables for arts and crafts or other activities, dramatic play area, and the reading nook. Individual areas can be any where in the classroom, especially in the loft with the manipulatives, under the loft with small toys, at the art easels, or reading books in the reading nook. By having the environment well organized and inviting for all children including exceptional children, they will feel able to participate with the other children during play or class activities. The classroom arrangement included exceptional children by having a ramp attached to the loft, an art easel mounted on the wall, and an open floor plan for easy movement around the entire classroom. The classroom management plan best aligns with this standard because it provides an active learning and positive environment for the students by using the discipline techniques and five-minute fillers in the classroom. Using the discipline techniques in the classroom will create a positive environment that all of the students are excited to be in. The five-minute fillers provides active learning activiites for the students to participate in in the classroom.
UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment:
The classroom arrangement artifact best aligns with KSD 2.e of the UWP-KSD statements which states “the candidate has the ability to establish a classroom environment that is safe. Physical resources will be arranged to best serve the teacher and student in providing productive learning for all students.” This artifact aligns with KSD 2.e because it shows that I have the ability to create a classroom environment that allows for small and large group play and individual play. The overall area for the classroom is open so that when a teacher is in any area he/she can still see all of the other students in the numerous areas easily. The areas of the classroom where the students would produce loud noises like in the loft or dramatic play are were located on the opposite side of the classroom that way they would not be interrupting the other students who are trying to play quietly in the reading nook or on the computers.
The classroom management plan artifact best aligns with KSD 2.c of the UWP-KSD statements which states "the candidate values and has the ability to manage self-motivated students and instructional groups who are productively and independently working at all times with classroom transitions and routines occurring smoothly. The teacher, volunteers, paraprofessionals and students share the responsibility for the classroom environment." This artifact aligns with KSD 2.c because it shows that I have the ability to manage classroom procedures by developing discipline techniques and five-minute fillers for each grade level. The five-minute fillers can be used as a transition activity between different content area subjects or when the students return to the classroom from a special class like music, art, or gym. They are excellent activities to bring the entire class together and ready to begin another content area subject. The discipline techniques help keep the students working productively on assignments which reflects and provides for a friendly classroom environment for all of the students.
Secondary Alignments:
KSD 2.a: Creates an Environment of Respect and Rapport
KSD 2.b: Establishes a Culture for Learning
KSD 2.d: Manages Student Behavior
Reflection:
What I learned about teaching/learning:
Through this experience I have learned that when creating a classroom environment it is important to view everything as a child would when they first arrive to the classroom. The classroom environment should be designed so that it is inviting to all of the students and a place where they are excited about coming to on the first day of a new school year. I have also learned that the placement of the areas is important because it can result in the children having a better experience in the classroom and will be able to learn at a higher level. The way that I decide to set up my classroom arrangement depends on my own classroom management plan and can result in success in the classroom.
What I learned about myself as a prospective educator:
I learned that when I am a prospective educator and when creating a classroom environment, to include the parents and children as much as possible. For example, any information that the parents should know about should be posted or provided in an area that is easy for them to see, like right when the walk into the classroom near the sign-in sheet. A way to include the students is to use their own art work as decorations for the classroom by having them hung up on a bulletin board or hanging them from the ceiling. I also learned that the layout of the desks or tables in the classroom should be changed periodically which will allow the students to experience learning in a new way by viewing the front board at a different angle and sitting next to other classmates.
Date: Spring 2012
Artifact Description:
This artifact consists of a 3-dimensional classroom arrangement for a preschool classroom for children of ages three to five that I created with two other classmates in one of my pre-professional courses. The classroom arrangement included 4 different kinds of media, an area for large group, small group, and individual activities, accommodations for exceptional children, and relations with families. In the classroom arrangement there was a specially crafted loft that had a ramp to a small loft area which made it accessible for exceptional children and a ladder to a larger loft for all of the other children. In each loft there were similar manipulative toys for the children to enjoy playing with, so that none of the children would feel left out. This artifact also consists of my classroom management plan of discipline techniques and five-minute fillers for specific grade levels from per-kindergarten to fifth grade. For the discipline techniques there is an example situation when a student gets out of hand and a way to reward students because they did not get out of hand during class for each specific grade level. The five minute fillers are some fun activities to do with each grade level when free time is available and there is nothing planned by the teacher.
Alignment:
Wisconsin Teacher Standard Alignment:
This artifact best aligns with standard five of the Wisconsin Teacher Development and Licensure Standards which states:“the teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This artifact aligns best with this standard because with the creation of the classroom there is plenty of areas for individual and group activities among the young children. The areas for group activities are in the large group area with the rug, tables for arts and crafts or other activities, dramatic play area, and the reading nook. Individual areas can be any where in the classroom, especially in the loft with the manipulatives, under the loft with small toys, at the art easels, or reading books in the reading nook. By having the environment well organized and inviting for all children including exceptional children, they will feel able to participate with the other children during play or class activities. The classroom arrangement included exceptional children by having a ramp attached to the loft, an art easel mounted on the wall, and an open floor plan for easy movement around the entire classroom. The classroom management plan best aligns with this standard because it provides an active learning and positive environment for the students by using the discipline techniques and five-minute fillers in the classroom. Using the discipline techniques in the classroom will create a positive environment that all of the students are excited to be in. The five-minute fillers provides active learning activiites for the students to participate in in the classroom.
UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment:
The classroom arrangement artifact best aligns with KSD 2.e of the UWP-KSD statements which states “the candidate has the ability to establish a classroom environment that is safe. Physical resources will be arranged to best serve the teacher and student in providing productive learning for all students.” This artifact aligns with KSD 2.e because it shows that I have the ability to create a classroom environment that allows for small and large group play and individual play. The overall area for the classroom is open so that when a teacher is in any area he/she can still see all of the other students in the numerous areas easily. The areas of the classroom where the students would produce loud noises like in the loft or dramatic play are were located on the opposite side of the classroom that way they would not be interrupting the other students who are trying to play quietly in the reading nook or on the computers.
The classroom management plan artifact best aligns with KSD 2.c of the UWP-KSD statements which states "the candidate values and has the ability to manage self-motivated students and instructional groups who are productively and independently working at all times with classroom transitions and routines occurring smoothly. The teacher, volunteers, paraprofessionals and students share the responsibility for the classroom environment." This artifact aligns with KSD 2.c because it shows that I have the ability to manage classroom procedures by developing discipline techniques and five-minute fillers for each grade level. The five-minute fillers can be used as a transition activity between different content area subjects or when the students return to the classroom from a special class like music, art, or gym. They are excellent activities to bring the entire class together and ready to begin another content area subject. The discipline techniques help keep the students working productively on assignments which reflects and provides for a friendly classroom environment for all of the students.
Secondary Alignments:
KSD 2.a: Creates an Environment of Respect and Rapport
KSD 2.b: Establishes a Culture for Learning
KSD 2.d: Manages Student Behavior
Reflection:
What I learned about teaching/learning:
Through this experience I have learned that when creating a classroom environment it is important to view everything as a child would when they first arrive to the classroom. The classroom environment should be designed so that it is inviting to all of the students and a place where they are excited about coming to on the first day of a new school year. I have also learned that the placement of the areas is important because it can result in the children having a better experience in the classroom and will be able to learn at a higher level. The way that I decide to set up my classroom arrangement depends on my own classroom management plan and can result in success in the classroom.
What I learned about myself as a prospective educator:
I learned that when I am a prospective educator and when creating a classroom environment, to include the parents and children as much as possible. For example, any information that the parents should know about should be posted or provided in an area that is easy for them to see, like right when the walk into the classroom near the sign-in sheet. A way to include the students is to use their own art work as decorations for the classroom by having them hung up on a bulletin board or hanging them from the ceiling. I also learned that the layout of the desks or tables in the classroom should be changed periodically which will allow the students to experience learning in a new way by viewing the front board at a different angle and sitting next to other classmates.