Management Blog 4: Levin/ Nolan ch.6 & Weinstein ch.2

In this week's blog, I will be explaining the contents of Chapter 6 (Structuring the Environment) and Weinstein's Chapter 2. In Chapter 6, it helps teachers understand how they should format their classroom to better help them structure their environment. The book explains that the two variables that influence bahvior is the physical environment and the classroom guidelines. In my own interning classroom, I can see that this doeos affect the students. For example, the classroom guidline are clear and predictable, so it makes the students able to easily follow them. They know that iinstead of all going to get the materials needed for a lesson, the teacher will always assign one student from the group to get the materials so that there is not chaos. Some of the students know that in oder to transition faster, they must show self-control and be quiet in order for the teacher to pick on them to go to their desk or the carpet first. The physical environment is larger than other classroom because it is two classroom combined since we have more students than regular classrooms. This allows for the students to have more room to spread out when it comes time to participate in centers. For students who like to work or read alone, they have more of an ability to in our classroom.

Most teachers don't have as much space and control of their classroom physical environment as we do. The text says that the best way for teacher to control their physical environment would be to manipulate the seating arrangements. In my classroom, we have the students in about 5-6 groups of 4 desks wiith an extra desk used to store supplies and textbooks. This allows for the student's own desks to not be cluttered and gives the students clear passageways to walk through rather than the desks being separated. Having the desks in groups of four allows them to use the "pair share sysyem" when the teacher asks them to turn and talk to their partner about the lesson. In the text, it explains that alot of teachers set their students up in groups but expects them to not work together and stay silent. I remember when I was in school that this was a normal thing that teachers asked of me and my classmates to do. I allows thought that my talking was a lack of self control and not a result of how we were set up in the classroom. In my interning classroom, they encourage group and partner work and only ask them to work quietly when they are required to take a test. During then, the teachers divide the students desks using large tri-fold cardboard so that they are not tempted to cheat or talk to their neighbors.

The next point in this chapter talks about communication and how you make sure that students understand what is expected of them. The text explains that when going through the classroom guidlines and procedures, it is important to model and show multiple examples. The whole first two weeks of school, we went through the procedures very thoroughly so that each student could understand what was expected of them. Even now at t his period in the year we are still reminding the students of the procedures expected of them but instead of the teachers modeling what they should do, we point out students who are doing well in and either ask them to help their friends or just compliment them on remembering what is expected of them.

Finally, this chapter disucessed the importance of obtaining and evaluating the student's understanding of the rules. A way to have them engaged in the classroom rules is to either have them sign a contract that is displayed in the classroom or have them make te classroom rules themselves. In our classroom, we have not done neither but we do not have a set list of rules of behaviors that the students should not do. Instead we focus on what they should do like line up and transition quietly, ways to speak to your peers and resolve their own conflicts. We let them know that if someone is in dire trouble, they need to contact one of the teachers but if it is an issue such as a student being rude to another student, they can tell the student that what theyare doing is not acceptable and that it hurt their feelings. If the student isn't cooperating, then they can come to the teacher.

The second chapter in the Weinstein book talked about the physical environment and how that effects the students learning. The chapter spoke about seating arrangements. Even though this is the best way for teachers to format their classroom, we still have to be vigilant about how the desks are in relation to whatever is happening in the classroom. For example, students, especially younger ones, should have a feeling a shelter and security. This means keeping them away from heavy traffic areas in the classroom when possible, but should also give them the feeling that they are not trapped in and have the freedom to move to and from their desk freely. Arrange the classroom in a way that they are not distracted by others or things within the classroom. An example of this that we explained in class last Friday was that when one of cohort interns was teaching, some of the students were seated behind him so they were more prone to not paying attention to him since his back was most of the time turned away from them. This is something to be vigilant about especially when creating group clusters in the classroom. In our classroom, every desk cluster is turned sideways so that no one's back is facing the teacher.

It is also very important that you have something about your classroom that makes it stand out and gives the students a feeling of ownership. Yoou want your classroom to have it's own identity. When I have my own classroom, I would like to have a theme; maybe in the beginning of the year have the students decide what they like and maybe have that thing or character around the room so it is something that is relevant to their personal lives.

Even though decorating the classroom can be an exciting thing for a new teacher like me, It is important that your classroom environment doesnt look crowded. This canbe sensory overload for some students, especially those with disabilities or specific ways of learning. In my classroom, almost every wall space is used but it does not look overcrowded. We have shapes hanging from the ceilings that represent the different group clusters but they are not low enough that they get in the way of the student's visuals.