Running Head: OBSERVATION 1: SETTING 1

Observation 1: Setting
Alba Figueroa
Raritan Valley Community College Room H122-A
Associate Professor Kimberly Schirner, M, Ed.
April 10, 2019
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EDUC 230 Education Field Experience P-12

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I. Observation #:
Observation 1/ Setting

II. Grade Level and Subject Area:

Preschool II

III. Setting:
Classroom type: inclusive, general education; school setting; YMCA preschool
suburban area;1 educator,1 teacher assistant and 19 students present.

IV. Pre- Observation:

From previous experiences the setting of the classroom has been one of the
biggest issues because of the lack of space in a lot of the classrooms. I have been
able to observe other preschool classrooms before observing the one I am
currently in. It is clear that the amount of space children has in their classroom
connects to their behavior. If they are not kept busy and have too much space than
there is more space for bad behavior. When there isn’t enough space that can also
affect how much children are learning in their environment. If children have
resources at hand it also helps them in their learning patterns. All children will
have different unique ways of learning, which means the setting of the classroom
has a lot to do with their success.

V. Data:
Upon walking into the classroom there are shelves to the left hat have piles of
puzzles and board puzzles. Right next to that is where the sink and some cabinets
on top which is where all the utensils for lunch are stored in. Following right after
those cabinets, there is a closet in the corner where the students hang their jackets.
In front of the Right in front of the classroom there is one of the squares tables.
Right against that wall there are a couple of see through storage boxes that
contains baby doll clothing and kitchen toys which is considered to be their house
play area. Against that same wall moving up the classroom there is the calendar
up the on the wall. Moving up on that side of the classroom is where the windows
are. Right under the windows there are multiple cubbies that contain all of the
student’s different activities. There are planets hanging on the windows that
demonstrates the solar system. Across the wall to the right is where the glass door
is placed at the corner. Right in that corner is where the teacher has placed all of
her planning paperwork and any other important files that she needs to have in the
classroom. Next to that cabinet there are two computers against the wall with a
rolling chair in front of it. To the right of those two computers there are the
student’s cubbies where they place their blankets, pillows and the girls valet
change of clothing. In front of all the different cubbies there is a big square rug
and next to that one there is a train track rug with various colors. On the big
square rug is where main instruction is taken place. There is enough space for the
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students to sit. Where the children sit is right next to toys which is a distraction
for a lot of them. As I was walking into the classroom there were not vibrant
colors that really caught the attention to those walking in. There are some rainbow
strings coming down from the ceiling in the classroom but that is pretty much all
there is other than what is hung up on the walls. There are also four tables in the
middle of the classroom which is where the students sit to have their lunch and
where they do their creative work on. There is no area where they can sit and read
a book if they desire.

VI. Analysis:
Observing the flow of the classroom and looking at the flow of the classroom
there seems to be a slow down when the children are trying to transition. As some
students are playing at a table next to the carpet where there are other children
working on their activity on the carpet they get distracted and now you have them
all together and start to get loud. The children playing on the rug tend to get
distracted by those around them working on another activity. For the children
working on the tables tend to get antsy and start to move around each table having
no activity to finish. They have all started on something but never finish it. The
tables are not that big and the space they have between them has them bumping
into each other. There is no specific area in which the teacher can deliver
instructions. According to colleagues Sara, Karen, Jason and Robert who have
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created a study to the importance of classroom setting to students’ behavior from

Universities in Virginia and North Carolina-Greensboro it is said that children
engagement in activities in the classroom go together with classroom layout. As
they have said, “An assumption of the present study, drawn from the work of
ecological psychologists, is that the classroom provides a setting that surrounds
and regulates student behavior” (Gump,1969). It is evident that children need to
have a setup in the classroom that promotes good behavior and make sure they
have enough space for play. Children at a very young age learn through play and
working in groups where the teacher is able to instruct them in smaller groups
where it is more efficient in explaining any questions they might have. Another
thing I noticed was that the students do not have their all the supplies needed at
their fingers so every time they had to get something, they either asked for it or
they had to go look for it. Having their resources right there at their own finger
tips makes it less frustrating for them to be able to create whatever it is that they
are trying to make or explore in.

VII. Recommendations:

Even though the shelves, cabinets and cubbies cannot be moved the things that
could be moved like the student tables, easel and like home play are. I would
suggest to move two tables together in the middle and the other two on the sides
as shown in the picture. The square also cannot be moved there is just simply not
space for it. The room in which this classroom has been setup in was not designed
for school-based classrooms. The easel needs to be moved because it sits right in
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front of the cubbies where all the children go to get their blankets for nap time and
so they are all trying to scramble and on top of one each other. In order to have a
smoother flow in that area the easel definitely has to be moved over to the other
side of the classroom. Moving the tables together so that there is more space in
between them also helps with their social behaviors. As I have been able to keep
reading about the research performed by colleges in the university of Chicago,
“One are of this research has described the ways in which teachers’ choice of
group size and activity setting has been linked to children’s social behaviors”
(Rimm-kaufman, La Paro, Downer, Pianta 2005). Social behavior is also a crucial
part in a child’s development at an early age because this is when they are starting
to socialize and create bonds with their peers. Learning how to tolerate their
classmates or being able to communicate with them properly is also a skill they
will need for the rest of their lives. Another recommendation that I thought was
also very important is that I did not see any of the objects in the classroom labeled
with words. In lots of other classrooms, I have seen everything labeled for them
because it visually helps children learn what each object in their classroom is.
Labeling everything for them is best practice in their development of speech.

VIII. Post Observation

Being able to focus on one specific are to observe in like setting. I believe that
some may think that the format of the classroom and the way it is setup does not
matter but in fact it takes a huge role in classroom management. Not only in
classroom management but also in the students learning and how they feel being
in their learning environment. Although, the classroom I have observed is not
fully created to be a school the teacher has done her best to make it a setting in
which there is a sense of comfort and unity. The different pictures of the children
doing fun activities on the wall and creating a family tree to put up also makes it a
place of peace and belonging for the children. Everyone will have their own way
of being creative when it come to setting up the classroom and I think the most
important part of this is making sure that while doing this you are thinking about
the different unique ways that children learn. Making sure that they are getting all
they need to succeed. It does not always have to be desks and chairs but also sit
on the rugs or some bean bags to be able to sit and read. Many times, the lack of
resources can hold back educators from included all the necessary objects and
furniture they need in their classrooms. Regardless of those small obstacles, it is
our job as educators to think of different strategies that will improvise for what is
missing.

IX. Citations:
Classroom Architect. (n.d.). Retrieved from http://classroom.4teachers.org/
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Rimm-Kaufman, S. E., La Paro, K. M., Downer, J. T., & Pianta, R. C. (2005). The
Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in
Kindergarten Classrooms. Elementary School Journal, 105(4). Retrieved from
https://search-ebscohost-
com.ezp.raritanval.edu/login.aspx?direct=true&db=eric&AN=EJ697037&site=eds-live

X. Appendix: none

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