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Classroom Environment

Session 1: Classroom Environment Research

                  and  Guidelines

“We put our pride in creating calm, joyful settings with simple and clear routines”   Harwayne 

Rationale:  Why Focus on Classroom Environment?

Creating environments that support the acquisition of 21st century skills means thinking about the environment as a “third” teacher.  The four C’s of 21st century skills are critical for success in school, college and in the workplace:

 

  • Critical thinking

  • Collaboration

  • Communication

  • Creativity

 

We strive to create environments that provide learning spaces that promote the acquisition of these critical skills.  Essentially the environments are scholar centered, collaborative and promote interdependence.  The way in which the classroom environment is designed supports the workshop classroom by demonstrating to scholars what we value.

 

It can be said that when we create the environment with intention we put the flags in the ground that say to scholars over and over again; we value independence, we value literature, we value organization, we value your growth over time, we value problem solving, we value decision making, we value student ownership, we value your literacy journey, we value your opinion, we value you, we value our classroom community, we value collaboration, we value math problem solving, and more.   This is OUR classroom and we all share the space and support each other as we learn and grow.   If you we do not create the classroom environment with this level of intention the flags will still teach but may teach habits and values that we do not want for our scholars.

Classroom library

  • A wide collection of books is available including books that are culturally diverse, representing various topics and genres.  Books in Spanish are available in ELA-E classrooms where Spanish is some students' first language.

  • Books and reading materials are appropriate to student needs and interests.  Books and materials are also available to support instruction in science and social studies

  • Books are effectively sorted and labeled so that students can explain, maintain, and use the library independently. Book arrangement is attractive and inviting.

  • Books for special needs students are chosen based on the student’s individual needs (i.e., books on tape, Braille, large print, etc.)

 

Classroom Arrangement

  • Classroom is arranged to accommodate students in a variety of groupings (whole group, small groups and partners, and independent work)

  • Classroom arrangement reflects an emphasis on student interactions

  • Productive, accountable talk is the norm and teachers provide areas and times  for students to work together (within the range of the student’s cognitive, developmental, and social emotional needs and abilities).

 

Classroom Displays

  • Class-developed charts, examples, and rubrics with appropriate visuals provide an effective reference for students

  • Anchor Charts are relevant, easy to read, and are often referred to by the teacher and student during discussions

Student work is routinely displayed in classrooms and hallways to provide literacy opportunities, examples of learning and to celebrate students' accomplishments.  Displays are changed regularly. 

Guiding Questions

  • Does the environment teach the values and habits we want our scholars to internalize?

  • Does the environment maximize space?

  • Does the environment support scholar independence and  ownership?

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