Katy Rehus Classroom Arrangement Design I designed my classroom with younger elementary grades in mind.

Currently, I am doing my early field placement in a kindergarten room, and I see myself teaching early grades such as K-3 after this year. My design reflects the needs of an early elementary class. The first usable space that is encountered when walking into the classroom is the coat hook area. When students come into the classroom in the morning, they can put their belongings away before going to their desks. Having coat hooks by the door makes transitions easier when getting lunches, putting on weather gear to go outside, and taking backpacks at the end of the day. The sink is immediately next to that so that any messes from being outside can be cleaned up right there, not across the room. Because of the younger age in mind for this room, the desks are set up in large groupings. While the students desks are not exactly arranged so that students are all facing the board head-on, no students backs are to the board. I thought that group communication was a more important factor, considering that in the younger grades social interaction can have more meaning than what is written on the board. In the older grades when students copy notes from the board, this would be different. 70% of the interaction between student and teacher happens with students who are at the very front of the room (HoodSmith & Leffingwell, 1983). With all students as close to the front of the room as possible and at the same tables, all students will be part of a more engaged classroom experience.

The teachers desk is accessible to students, yet far enough from the main desk area and main door to the classroom that students or passers by cannot simply walk by, take something, and leave quickly (Wong & Wong, 2009). There is a shelf behind the teachers desk for instructive materials and supplies that students should not have easy access to. The teacher can oversee the entire room from her desk as well. The carpet is a large part of the classroom because it is a comfortable place where group learning can happen. It is separated from the desks so that the two areas are clearly distinguishable. A smaller carpet area serves as a comfortable place for students to independently readbookcases that surround it make a cozy corner for students to feel somewhat sheltered in the class. The group table is also in its own bookcase-separated part of the room so that workers at the group table will be focused on what is happening at the table, not across the room. Being in a smaller feeling area promotes focus on the task that takes place there. Computers are in a place in the room where they will not be distracting to other students. Many students want to use computers, and watching other students use computers can become a distraction. The computer center is behind the desk area so that it is not a focal point when students should be looking at the board.

Bibliography Borich, Gary D. (2011). Effective Teaching Methods: Research-Based Practice. 7th Edition. Indianapolis: Pearson Education, Inc. Braun, T. (2011). (K. Rehus, Interviewer) Hood-Smith, N. E., & Leffingwell, J. R. (1983). The Impact of Physical Space Alteration on Disruptive Classroom Behavior: A Case Study. University of Texas at Arlignton, Arlington, Texas. Wannarka, Racel & Ruhl, Kathy. Seating arrangements that promote positive academic behavioural outcomes: a review of empirical research. The Pennsylvania state University, University Park, PA: Blackwell Publising, Ltd. Wong, H. K., & Wong, R. T. (2009). The First Days of School: How to Be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications, Inc.