Managing the Physical Environment of the Classroom

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Managing the Physical Environment of the Classroom

• Presented By
• Maureen Meade Mattias, M.A.
• EDEL 413 Classroom Learning Theories
  Management
• CSUB April 10, 2002 (session 2)

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A Bare Room Is Like a Boring Teacher. Both Lack
the Pizzazz Which Is the Soul of Teaching.

• -Kathy Paterson

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Basic Point

• The physical environment can and should be
  organized so as to further the instructional
  program.
• (C.M.Charles G. Senter, 2002).

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Teachers Have a Free Hand in Setting up Their
Classrooms
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As You Consider These Activities, How Can You
Organize Your Classroom?

• Materials Resources

• How can my room best serve the needs of my Ss ?
• How can my room provide areas for my
• Ss to experience and participate in
  developmentally appropriate activities ?

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Each Type of Activity Calls for Its Own Space,
Seating, Movement, Materials and Interaction.

• The classroom can be made to accommodate and to
  further a variety of educational activities

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Math LanguageSocial Studies

• may require Ss to work at their seats with
  furnished materials, at least part of the time,
  with little to no movement about the room.

• may call for active collaborative work in
  construction, drawing, or discussion.

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SCIENCE ART

• These subjects require special workplaces and
  materials.
• Ss, especially your kinesthetic learners, need
  room to work on their feet.

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Dance, Music , and Drama

• Ss need lots.
• of open space.
• for movement and exploration.

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A Fundamental Important Fact

• The room should be set up for the teachers
  pleasure, as well.

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Teachers are different and possess different
styles.

• Most teachers benefit from being allowed to use
  their talents to their fullest.

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Six Facets of the Physical Environment

• Floor space
• 2) wall space
• 3) countertop space

• Shelf space
• 5) cupboard and closet space
• 6) ambience

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1. Floor Space

• One of the first things a teacher must do is to
  decide how to position for the various activities
  that engage Ss in individual and group (small and
  large ) groups.
• Seating (p. 37) figures 3.1 and 3.2.
• Modular cluster seating (p.38) figure 3.3.
• Work and activity areas.
• Traffic patterns (p.40) figure 3.4.

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WALL SPACE

• Chalkboards and white boards remain two of the
  most valuable teaching tools as they are
  routinely used to post daily information,
  assignments, math problems, and vocabulary words.
• Share with a partner How many other ways are
  these tools used?

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Bulletin Boards

• tend to be used for decoration, but, need to be
  used for instruction as recommended by C.M.
  Charles G. Senter.
• are more valuable than mere decoration.
• Need to be used for
• Displays such as puzzles.
• 2 Clippings Magazine newspaper.

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Bulletin Boards

• 3. Problem solving activities.
• 4. Interactive and Creative Ideas
• to stimulate writing and debate.

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Bulleting Boards are excellent places for

• Display of student work
• Art prints, maps, charts, graphic models, and
  other such materials

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3.Counter Space

• If they are near a good source of natural light,
  countertops are great for a variety of science
  activities, especially those involving living
  plants.

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4. Shelf Space

• If you do not have enough shelf space in your
  classroom, you can add inexpensively by stacking
  pine planking on painted concrete blocks.
• TEXTBOOKS can be kept on shelves and distribute
  them to Ss when needed.

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5. Cupboards and Closet Space

• Useful places to keeping supplies in one place,
  for easy availability.
• List with a small group of 4-5 , on poster paper,
  all the supplies, materials and equipment that
  can be stored in these locations.

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Ambience

• Refers to
• The totality of intangible impressions that
  pervade the physical classroom an atmosphere
  that at its best conveys excitement, aesthetics,
  comfort, security, and pleasure.
• (Charles,C.M. Sentor,G. 2002).

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Mass of Confusion?

• In any case, the physical environment should
  always be kept clean and in good order.
• To the extent that the Ss maturity allows, Ss
  should be given the major responsibility.

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ORDERLY Vs. Confusion

• in taking care of the classroom and the
  materials it contains.
• Importantly, as the Ss keep things orderly and
  clean, they build sound values of aesthetics,
  ecology, and responsibility.

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Teachers who succeed in making their classrooms
enjoyable places in which to work and learn,
leave positive impressions such as one Carlos has
of Miss Osbornes classroom

• Read and share Carloss Story .
• (Page 45 in elementary classroom management,
  Charles, C.M. Senter, G. ) with a partner .

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Teachers who succeed in making their classrooms
enjoyable places in which to work and learn,
leave positive impressions such as one Carlos has
of Miss Osbornes classroom

• Share personal stories about an ELEM teacher(s)
  that were memorable.
• Participate in the summary self-check with your
  partner (p.45).