Learning Environment Design Pascale Nau Critical Issues in Middle Grades Education EDCI 4640 Dr.

Gholnescsar Muhammad March 11 !014

I. Classroom Environment: Within my classroom I want to create a space that will foster learning by increasing student engagement and enhance the overall learning experience for my students. Instruction during mini lessons and sho$casing e%em&lar technological arti#acts. 'his la"out is a teacher(centered a&&roach to learning so I can ma)e sure all students are engaged. Great #or Chal) 'al)s* +. Inde&endent $or) $ill +e achieved +est through this classroom design. It allo$s students to +e #ocused and enough s&ace #or me to $al) around and &rovide assistance. c. Grou& $or) and discussion $ill $or) +est #or this coo&erative la"out. 'he des) &ositions allo$ students to communicate $ith one another during discussion. d. 'his la"out it o&timum #or class discussion. I can ensure &artici&ation +ecause ever" student is in e"esight. Ever" student,s voice can +e heard. a. La"out #or Direct

II. Lesson Plan- Classroom Rules: Grade: 6-8 Student Time: 2-3 40 min classes !"ecti#es:

Students $ill:

Partici&ate in grou& discussion a+out learning Identi#" and agree on classroom goals and needs -e#er to esta+lished goals on a long(term +asis in a variet" o# ongoing classroom events and activities. Introduction: .tudents $ill gather together #or discussion to co(create norms and &olicies. /e $ill +rainstorm some ideas a+out $h" the" come to school thin)ing a+out 0/h" are $e here10 0/hat do $e do at school10. 2e sure to lead students into addressing the social as $ell as academic as&ects o# school such as ma)ing #riends and learning #rom other &eo&le and sa#et". 2e#ore +eginning it is im&ortant to esta+lish the right and e%&ectations o# the students as $ell as teachers as a ste& to get the class. Session %3 Classroom Environment3 4#ter the class discussions have the students discuss $hat )ind or rules or norms do $e need to ensure all o# theses things can ta)e &lace in our classroom. 5se the &revious list as a guideline to +uild an e%&licit list. 'hings to consider3

Esta+lish a 6recorder7 to $rite the second list 8ave grou&s to e%tend list #or certain as&ects o# the classroom such as3 the reading corner handling su&&lies Session 2: -ules and Conse9uences3 'he ne%t ste& $ould +e to co(create

conse9uences #or +rea)ing the rules that is more so teacher guided +ut student #eed+ac) can hel& them #eel more a&art o# the &rocess. 4lso $ould +e a time to discuss re$ards and $hat $ould $or) as &ositive rein#orcements #or good +ehavior. .ome e%am&les o# conse9uences $ould +e3

:er+al $arning Conscious Disci&line Lunch ;4#terschool Detention -e#erral Session 3: Dail" routine3 4dvise students $hat the dail" routine is to &re&are #or the da". 'his should +e e%&licit as &ossi+le so students understand clearl" $hat is e%&ected o# them. 8ave students &ractice each routine !(< times. 'he discussion should include routines #or3

Entering the classroom Movement 4round the classroom 4+sent;'ard" Class attention Dismissal III. Classroom Procedures: &. 'nterin( Procedure:

1. Line u& 9uietl" at the door enter $hen 'eacher re9uests !. 4t "our seat ta)e out "our agenda and $rite do$n tonight=s home$or). Put it a$a" once it has +een signed. <. 'a)e out home$or) and leave it on "our des)

4. 'urn in an" assignments in the correct +o% or &ic) u& an" missing $or) i# "ou $ere a+sent. >. Get an" re9uired materials #or the da"3 Pencil &a&er etc. 6. 2egin $or)ing on the $arm(u&. /hen #inished read or +oo) or sit 9uietl" until it is time to go over it. ?. I# "ou are tard" &lace sli& on m" des) and #ollo$ #rom ste& !. I $ill teach this &rocedure on Da" ! a#ter the learning session on classroom culture. 'o teach this &rocedure I $ill demonstrate each ste& the right $a". 'hen I $ill have the class &ractice this routine !(< times. ). *uiet Classroom Procedure: 1. /hen I raise m" hand r !. /hen I count do$n3 <(!(1. Sto+ all acti#it,- .uiet do$n- and /ocus ,our attention on me. 'his &rocedure $ill start on Da" $hen the students #irst enter the classroom. I $ill +egin +" starting one o# the ! methods and $ait #or the class to get 9uiet. I $ill e%&lain that this $ill +e m" $a" o# getting their attention and I $ill not +egin until the noise level is do$n. /e $ill &ractice this &rocedure !(< times +" having students tal)ing and then starting one o# the methods. C. 0o#ement &round T1e Classroom: 4l$a"s come to class &re&ared +ut @ust in caseA 2e#ore Class3 I# "ou need &a&er a &encil need to use the restroom or an"thing else get it done +e#ore class +eings. During Instruction3 -aise "our hand a#ter directions have +een given and 9uestions have +een ans$ered. Do not interru&t unless it is an emergenc".

During Grou& /or) or inde&endent stud"3 Bou ma" get an" materials that are needed. -aise "our hand i# "ou need a &ass to leave the classroom.

'his &rocedure $ill +e introduced during session <. .tudents ma" need occasional reminders o# $hen it is o) to move around the classroom. I $ill go over the &rocedures as a class and $ill teach $hen the moment arises. 2. &!sences3Tardiness: 1. 'urn in an" e%cused;une%cused sli& in the 'ard";4+sent +o% !. Chec) the monthl" calendar to see $hat assignments "ou have missed. <. Go to the a&&ro&riate da" #older to get assignments 4. Chec) in $ith me to decide the +est time to com&lete the $or) and;or a due date 'he 4+sent;'ard" &rocedure $ill +e discussed during session <. I $ill go over each ste& and &oint to the &ro&er location. 4#ter going over the ste&s I $ill have students re(sa" each ste&. '. Turnin( in 4or5: %. Ma)e sure name date and class is at the to& !. Dou+le chec) #or an" com&utation or s&elling errors. <. I# no other s&eci#ic instructions $ere given turn in assignment in the correct class #older. 4. .it 9uietl" and read or $or) on an" other class related assignment. 'his &rocedure $ill +e introduced during session !. I $ill sho$;&oint to the a&&ro&riate #older #or turning in assignments. I $ill demonstrate &laces that assignments should not go and $hat ha&&ens $hen there is no name on the &a&er. Cor all assignments I $ill remind students $here to &lace their com&leted $or) and e%&lain that &utting $or) on m" des) could lead to lost $or). 6. Re#isin( 4or5:

1. 4l$a"s revise on another sheet o# &a&er. !. Do not erase on the original <. /rite in &en. 4. .ta&le revisions $ith original document and turn it in to the a&&ro&riate #older. I $ill teach this &rocedure a#ter the #irst 9uiD is handed +ac). I $ill model on the overhead the correct $a" to revise a math 9uiD;test. I $ill sho$ students $here to #ind the &ens to do their corrections. I7. Communit, )uildin(- 2 4ee5 utline 4ee5 % 0onda, Tuesda, !"ecti#e: Class Greet Communit, $elcome8 Students. )uildin( and &s5 students 0odel Student Identit, to line u+ !, 'nterin( t1e door +rocedures. .uietl,. &s )e(in t1e, enter Classroom t1e room- I Rules Lesson $ill 1andout Plan: Session % lar(e inde9 cards and direct t1eir attention to t1e !oard. T1en $e $ill !e(in t1e 41at:s in a ;ame Protocol. Summer <+date 4ee5 2 !"ecti#e: 4ee5end Learnin( Communit, <+2ate. St,les )uildin( and Class In#entor, la!elin( &cti#it, Ratio and Pro+ortion 0at1 Sur#e, <nit Student

4ednesda, Greet Students.

Classroom Rules Lesson Plan- Session 2 and 3 Classroom >o!s

T1ursda, )uildin( or Class )inder and '&RT= >ournals.

6rida, Socratice Circle 0odel discussion3$or5s1eet T1e Ri(1t 6amili, Protocol

%st 0at1 Lesson: Se.uences

2nd 0at1 Less: '9tendin( a Se.uence

'nd o/ 4ee5 &cti#it,: Socratic Circle Se.uences in 0at1

#er#ie$

7. Culture o/ Intellect: 'he o+@ectives and goals o# m" learning environment design are to create a s&ace that $ill #oster a culture o# intellect. I $ant to +e a+le to +uild a s&ace that $ill &romote gro$th and an atmos&here o# thin)ers. I +elieve the +est $a" to achieve this goal $ill +e $ith a democratic a&&roach and allo$ the students to +e &art o# this &rocess. .tudent in&ut is vital +ecause the" $ill have a voice in ho$ the classroom should #eel in order #or learning to ta)e &lace. 4s a communit" o# learners $e $ill aim to +ecome a$are o# the individual and have ever"one come together as a grou&. 'here are #ive main as&ects to m" ideal classroom management &lan to +uild a culture o# intellect3 1E encourage discussion +" im&lementing classroom rules to ma)e sure ever"one $ill +e heard as $ell as listen !E ac)no$ledge student &rogression and achievement +" sho$casing $or) on the classroom $alls <E +uild a communit" o# learners that listen and &artici&ate activel" 4E &rovide constructive #eed+ac) to +uild esteem and monitor academic &rogress $ith the use o# student &ort#olios and >E ma)e use o# the &h"sical s&ace to encourage learning. Classroom rules $ill +e esta+lished through a grou& discussion and $ith teacher guidance. .tudents $ill +e a+le to voice their o&inions and ideas a+out the &ur&ose o# schooling. .tudents $ill +e challenged to thin) $hat are the &rinci&les o# school and the rules that need to +e im&lemented to achieve them. 'he" $ill have a hand in creating the classroom culture and +e accounta+le #or their actions $ith e%&licit rules. 'he rules $ill create a sa#e environment #or sharing ideas active listening and a &ositive $a" to communicate $ith others. 'o ma)e the classroom #eel more sa#e and &ersonal I aim to sho$case student $or). 'his

$ill +e availa+le to an" student $ho $ants to share their $or) and a time to cele+rate success and &rogress. /ithin m" classroom I $ill trans#orm the s&ace to #it the goal o# the lesson and avoid mundane learning.