Analysis of Classroom Learning Environment

Creating an Environment of Respect and Rapport

Explain how the classroom teacher established and maintained an atmosphere of trust, openness
and mutual respect in the classroom. Describe specific strategies used to encourage:
Positive student verbal and non-verbal communication skills
Positive student social interactions

Upon entering the classroom, it was evident the positive and strong connection that the
teacher had with students. Especially in the younger classes, students would eagerly come up to
the teacher to share anything and everything from their weekend, or something they heard, or
something they did yesterday. The teacher was genuinely interested and engaged in what the
students had to say. This built a strong rapport and level of mutual respect between the teacher
and the students. Even during the actual class time, the teacher would often allow students to
share in front of the class. In doing this, the teacher was careful of allowing students to storytell
without having it sound like a brag. By being aware of this, the teacher was considerate of
students who may not be able to have the same experiences or material things that others have. In
this way, the teacher is considering all students, no matter their background, SES, or ability level.
There were strong verbal and non-verbal examples throughout instruction. One way that this was
formed was by having student sign, I agree instead of shouting it out. By doing this, all
students, no matter their verbal ability, are able to respond, and be respectful of the student or
teacher who may be sharing the idea.

Establishing a Culture for Learning to Encourage Student Engagement and Responsibility

Describe how the classroom teacher created a culture for learning in the classroom. Describe
specific strategies used to encourage:
Active engagement in learning
Student responsibility for their own learning
Student commitment to the subject
High expectations for achievement
Student pride in work

As previously stated in Entry 2, students were actively engaged by the teacher as soon as
they entered the door to the classroom. Before the formal learning even took place, students were
singing as they sat in their places. The teacher continued this engagement through their pacing of
the lesson. The teacher effectively incorporated several activities, manipulatives, and learning
styles into the lesson. By continuing to scaffold in new tools and ideas, the students are able to
take their prior learning, and put it to use with the new introduction. Even from the youngest
grade, the teacher set high expectations for students. As they were nearing the end of the
semester, the teacher would address the first grade students as soon to be second graders. In
this way, she was asking for their behaviors and attitudes to be that of a bit older, and possibly
more mature students. This asked for students to be aware and responsible for their actions, and
their own learning. Upon entering the classroom, it was evident the excitement and passion that
the students had for their music was evident. Throughout all grade levels, the students were
proud of what they were learning and creating, and were eager to show off their knowledge.
Students were engaged and excited about continuing their learning, especially when new
materials and concepts were introduced. The students, at all grade levels, wanted to know more
and experience more music.

Managing Classroom Procedures

Describe the classroom routines and procedures. Include specific procedures used to promote:
Student responsibility
Smooth operation of the classroom
Efficient use of time (e.g., organizing and managing groups of students, distribution and
collection of materials, use of student helpers, transition between activities, etc.)

Within the classroom, the teacher set the expectations for students to be responsible for
their own learning and actions. This included the passing out and putting away of materials, such
as instruments and visual aids. When playing instruments, the teacher was aware of the students
actions, and would step in to remove an instrument if it was not being handled properly and
respectfully. In their instruction, the teacher had a great understanding of the pacing and
sequencing that was necessary for each of the grade levels and classes. The teacher efficiently
used the entire class period, even programming in a few minutes for an unrelated game at the end
of class. From their experience, the teacher knew what the classes needed, and how to maintain
active engagement from the students. The teacher often times had students aid in tasks in the
classroom, including handing out materials, allowing students to share a story while they
prepared for the next activity, and in preparing the classroom instruments. The teacher
maintained a steady pace during instruction, and maintained student engagement.

Encouraging Appropriate Student Behavior

Describe the classroom management plan. Include specific classroom management strategies
used to:
Establish clear expectation of conduct
Monitor student behavior
Respond to behavior that does not meet your expectations

The teacher had established clear expectations for learning, behavior, and actions early on
in the instruction. Students were aware that if they were to behavior inappropriately, they could
face consequences in class. In one lesson, a student was banging maracas together as was told to
stop, or they would lose the instrument for the activity. The students knew what appropriate
behaviors were, but at times would challenge the teacher. The teacher constantly monitored the
behavior inside the classroom. The teacher would often use a student behaving correctly to serve
as a model for others in the class. In this way, students felt that they should behave how the
classmate was.

Organizing the Physical Environment

Attach a simple sketch of the arrangement of the physical space of your classroom. Design and
describe a plan to:
Make learning accessible to all students
 Address safety concerns
Arrange the furniture to support typical learning activities

The physical environment of the classroom was inviting and accessible to all students.
The doorway was on an even surface opening up to the carpeted classroom. Inside the room,
there was a large, open floor space allowing for a great deal of movement and accessibility. The
shelving on two sides of the room was approximately 3 ft. tall, so that all students were able to
reach the instruments on the shelves. In the rear of the room, ceiling high closed cabinets held
several of the larger (and more breakable) instruments. The large, open setting of the room made
movement easily accessible, and inviting to students. Inside the classroom, there are only a few
safety concerns. The two that stuck out to me were sharp corners, like a desk or piano bench, that
students may run into, and the openness of shelving, where students could grab a hold of almost
anything on the shelf. While the second is somewhat of a safety concern, it is more of a
classroom management issue. Within the classroom, the only furniture that appeared were the
teachers desk and seat, a stool at the front of the classroom, and the piano. These items were
placed on the outsides of the room, and did not interfere with student learning or movement.