Physical Environment Layout and Rationale
Below is the physical classroom environment that I designed for my future classroom and the rationale behind it.
Physical Environment Rationale
Student Desks
In my room, I have four pods. Each pod is composed of four student desks. There are four students assigned to each pod. I chose to have individual desks instead of tables because they allow flexibility. If I need to remove a student from a pod because they are causing a disturbance, I am able to do so easily. I am able to change the seating arrangement easily because the nametags can stay right on the desks. If I were to have tables, I would need to peel up the nametag each time I wanted to change the seating arrangement.
According to Levin and Nolan in Principles of Classroom Management (2010), “If a teacher’s primary instructional strategy involves a lot of group work, the teacher may put three or four desks together to facilitate these activities” (133). With cooperative discipline, I want my students to work together as a community. A sense of community helps students to understand the common good. In groups, students feel more successful when everyone has reached the goal. Students learn that it is not just their personal success, but others as well, that make the class function. Levin and Nolan (2010) support this by saying, “Several studies have found that cooperative learning typically results in the achievement levels that are equal to or greater than individualistic or competitive classroom teaching methods” (134).
With my seating arrangement, I plan on having high and low achieving students mixed together throughout the room. Levin and Nolan (2010) say, “Seating arrangements in which high- and lower-achieving students are interspersed throughout the room can increase involvement and participation. Also when lower-ability students are seated closer to the front of the room, their achievement may improve” (133).
Teacher’s Desk/Homework Table
I plan to use my desk rarely, unless looking through homework from the day before or going through my lesson plans after dismissal. I mostly plan on using my desk for the storage of my lesson plans, planning books, and other activity folders. My desk is not the focal point of the room when you walk in or when students sit down. My desk is just merely used for storage and a place for me to eat lunch and rest up during specials.
The homework table is part of the morning routine. I want my students to come in and place their homework folders in the bin sitting at the homework table. Having the homework table close to my desk allows me to say more organized. I can sort through students’ folders and place homework to be graded on my desk while retrieving homework to be assigned in the folders. This table allows me to have a writing space when I need to write parents a note.
Shared Reading Carpet/Budding Reading Center
My shared reading area has a carpet so that students can easily sit on the floor for longer periods of time while we read together and answer questions. This reading area is the focal point of the classroom and has the largest carpet because we will majority of our activities will be down on the carpet. We will do math and science work together on the carpet with manipulatives. This way I can assess all at one time that my students understand a topic before we move on. This carpet is an area where all students can come together and we are a community of readers and learners. Students are able to pair and share on this carpet during shared reading.
The buddy reading center is located in this area because about two or three students work together at this center and I wanted to separate them from the individual readers. When buddies need to communicate, I want them to feel free to do so, yet still whisper. This buddy reading area gives students a space to spread out materials I may have them working with, such as sequencing cards.
The easel set on the shared reading carpet is for the teacher’s convenience. I plan to read many of the “big books” to students so that we can all see the pictures and read the words together. This easel will help me to be able to interact with students because I will not have to focus on holding the book while flipping pages. I also encourage buddy readers to use this easel while looking at either “big books” together or other books that they are assigned to work with. Students will be able to model how to read aloud to one another. The rocking chair is for the teacher to use during shared reading. Students may get to use this “teacher chair” when they present their work or for a reward.
Library
I placed my classroom library in the corner of the room because it needs a lot of space and the traffic flow is not so heavy over in that corner. The bathroom and door are at the other end of the room, so students are not distracted by noise. My classroom library has a carpet and beanbag chairs because I want students to feel comfortable while reading. I want students to read not only for educational purposes, but I want them to read for enjoyment. The more that my students feel comfortable and enjoy reading, the more they will continue to do so. You know what they say, practice makes perfect! My only concern is that the beanbags may get lice in them or other bugs. I think I would do my research and see if there are beanbags made with materials that are more resistant to lice and other types of bugs that may enter my classroom.
The library is also used for independent reading time during centers. I want my independent readers to feel comfortable and for there to be a quiet area for them to read. This way I can assign four or more students to the independent reading station if need be.
I plan on having my library bookshelves full and organized by category in baskets. The baskets will have a label and picture on so that my ELL and lower level students are able to understand which types of books are in the basket.
Whiteboard/SMARTboard/Projector Screen/ELMO/Projector
The whiteboard will be a central focus of our classroom where I am able to model and students are able to share their ideas. I prefer to have a whiteboard and a SMARTboard because I can use the whiteboard whenever I feel necessary without having the SMARTboard turned on all day and using energy. I would like a SMARTboard because I think that it is a great interactive tool for the students and I to work with. I plan on finding, modifying, or creating SMARTlessons where my students are able to physically engage themselves in a lesson with little prep time or materials required.
I want to have a projector screen so that I am still able to use an ELMO and a projector. I think that it is important to have an ELMO in the classroom to model for students an assignment or to show the class a student’s work. A student is also able to demonstrate step-by-step how they got their answer.
Student Cubbies
Student cubbies are used to store and keep tract of student work throughout the day or week. When a student completes an assignment, instead of waiting for someone to go around and collect it, the student is to put it in their assigned cubby. Even if students are not finished, they can place their work in the cubby to return to at a later time. This way I can easily find out which students have an assignment finished. The papers are already alphabetized, saving me time.
Guided Reading Table/Small Group Table/Guided Reading Storage
The guided reading table will be used during centers time. Any time I need to pull a small group, do testing on a student, or need to lead a guided reading session this is the perfect place to go to. The storage behind the guided reading table allows the teacher to organized books based on reading level and genre. The table is kidney shaped so that I am able to monitor the students as they read together. It allows me, the teacher, to be the central focus in the middle of the table when it is time to listen. Small groups of often called for lower-level math, reading, or writing students. These students can receive individualized attention without distraction. The table is in the opposite corner of the door and the traffic flow is minimum in this corner. Students do not have much to get distracted by when facing the teacher and the wall in small groups.
Phonics Center/Listening Center/Fluency Center
In first grade phonics, fluency, and being able to listen and retell are key. These centers are used everyday during the designated centers time. The listening center and fluency center are at the same table because people listening have headphones on. The fluency center requires students to read aloud but it does not bother the listeners who have headphones on. The phonics center is set by itself because you can assign anywhere from two to four students at the center, depending on how many activities there are. The phonics center is also close to the word wall, which can help students with their alphabet sounds and with word families.
Science and Math Materials Table
As a teacher, math and science require many manipulative and equipment. Having a table to organize the day’s events is helpful for the flow of the lessons. I placed this table on the side of the classroom where there is little traffic flow. This way students will not be as tempted to touch the items and play with them. The table is also next to a bookshelf and storage shelf where I store my math and science supplies. This table makes planning and organizing easier and still allows students to get manipulatives when they need.
Television
Having a television in the classroom is important, especially in elementary schools that have a morning show. I placed this television in the corner because I do not want it to be the central focus of my classroom. All students are also able to see the TV from where they are, but some may simply just have to turn their chairs.
Bathroom and Sink
I choose to have a bathroom in my classroom because that way I can monitor student activity if needed. I know how is in the restroom at all times, for example, during a fire drill. The bathroom allows me to send one person at a time, unlike using bathrooms down the hall where it is usually school policy to send two children together when leaving the classroom.
The sink is in the classroom for hygiene purposes, such as after using the restroom. I think it is important to have a sink in the classroom especially during flu season. If a student were to cough in their hands, I could quietly just tell them to get up and wash their hands and they could come back into the lesson quickly. The sink is also helpful when doing activities that include paint or any other type of liquid substance. The sink with water makes it easier to clean up supplies and quickly move to another activity.
Bulletin Boards or Student Work Displays
I feel that it is important for students to see their work recognized because all students have their strengths. Levin and Nolan (2010) say, “The more bulletin boards are used to recognize students . . . or to provide students with opportunity for active participation, the more likely they are to facilitate and enhance appropriate student behavior” (135). Therefore, recognizing students is a way to help decrease misbehavior in the classroom. These student work displays also help build a sense of community. First, students are able to feel that the room is really theirs. They can see their work covering the walls and we can notice student progress from looking at one display to another over time. Second, students see that they all contribute to the greater good of covering the bulletin board. Not just extraordinary students are recognized, but all students are recognized.
I may also use bulletin boards to post about local events going on in our school or in our community. Levin and Nolan (2010) state that, “Bulletin boards and display areas may also be used to post local or school newspaper articles mentioning students’ names and to display students’ work. A part of a bulletin board or other wall space may be set aside for a list of classroom guidelines” (135). My students and I will come up with a code of conduct together during the first week and revise when necessary. After the code goes home for parents to review and comment on, we will post our classroom code of conduct on a bulletin board for all to see.
Word Wall
In first grade students tend to focus on how to spell words correctly. I would like to have a word wall in the room that has the alphabet listed with vocabulary and phonics words that we have learned throughout the year that students can refer to when writing and need a memory refresher. This word wall can also give students ideas of what to write about during the writing center. I have the word wall behind the teacher’s desk because there is a large area for a bulletin board. A larger area is better for this word wall because that way I can post words that are large enough for students to read across the room.
Windows
I want natural light in the classroom because I think that student’s moods can get improved with some natural sunlight in the room. Students also report feeling more awake when windows are open and let the natural light in. Windows are also important during the winter and summer. Sometimes it may get too warm during the winter and the teacher can let in fresh air. During the summer the air conditioning may have gotten too cold so it is nice to let some of the natural breeze flow through.
Storage and Bookshelves in General
There are multiple storage places and bookshelves around the classroom. These are helpful because teachers have many resource books and activities for centers. These bookshelves and storage areas allow teachers to be organized and have the room and counters uncluttered. These storage areas are along walls because it helps the structures stay sturdy and because it helps to better frame the room. If bookshelves were placed throughout the room, the classroom would look more cluttered.
Backpack Bins
These bins are placed at the back of the room, out of the way of student traffic. They are in front of teacher storage areas, but not in the way of the sink. The backpacks are in these bins during the school day so that students are not playing with their backpacks or trying to take things out of them.
Student Desks
In my room, I have four pods. Each pod is composed of four student desks. There are four students assigned to each pod. I chose to have individual desks instead of tables because they allow flexibility. If I need to remove a student from a pod because they are causing a disturbance, I am able to do so easily. I am able to change the seating arrangement easily because the nametags can stay right on the desks. If I were to have tables, I would need to peel up the nametag each time I wanted to change the seating arrangement.
According to Levin and Nolan in Principles of Classroom Management (2010), “If a teacher’s primary instructional strategy involves a lot of group work, the teacher may put three or four desks together to facilitate these activities” (133). With cooperative discipline, I want my students to work together as a community. A sense of community helps students to understand the common good. In groups, students feel more successful when everyone has reached the goal. Students learn that it is not just their personal success, but others as well, that make the class function. Levin and Nolan (2010) support this by saying, “Several studies have found that cooperative learning typically results in the achievement levels that are equal to or greater than individualistic or competitive classroom teaching methods” (134).
With my seating arrangement, I plan on having high and low achieving students mixed together throughout the room. Levin and Nolan (2010) say, “Seating arrangements in which high- and lower-achieving students are interspersed throughout the room can increase involvement and participation. Also when lower-ability students are seated closer to the front of the room, their achievement may improve” (133).
Teacher’s Desk/Homework Table
I plan to use my desk rarely, unless looking through homework from the day before or going through my lesson plans after dismissal. I mostly plan on using my desk for the storage of my lesson plans, planning books, and other activity folders. My desk is not the focal point of the room when you walk in or when students sit down. My desk is just merely used for storage and a place for me to eat lunch and rest up during specials.
The homework table is part of the morning routine. I want my students to come in and place their homework folders in the bin sitting at the homework table. Having the homework table close to my desk allows me to say more organized. I can sort through students’ folders and place homework to be graded on my desk while retrieving homework to be assigned in the folders. This table allows me to have a writing space when I need to write parents a note.
Shared Reading Carpet/Budding Reading Center
My shared reading area has a carpet so that students can easily sit on the floor for longer periods of time while we read together and answer questions. This reading area is the focal point of the classroom and has the largest carpet because we will majority of our activities will be down on the carpet. We will do math and science work together on the carpet with manipulatives. This way I can assess all at one time that my students understand a topic before we move on. This carpet is an area where all students can come together and we are a community of readers and learners. Students are able to pair and share on this carpet during shared reading.
The buddy reading center is located in this area because about two or three students work together at this center and I wanted to separate them from the individual readers. When buddies need to communicate, I want them to feel free to do so, yet still whisper. This buddy reading area gives students a space to spread out materials I may have them working with, such as sequencing cards.
The easel set on the shared reading carpet is for the teacher’s convenience. I plan to read many of the “big books” to students so that we can all see the pictures and read the words together. This easel will help me to be able to interact with students because I will not have to focus on holding the book while flipping pages. I also encourage buddy readers to use this easel while looking at either “big books” together or other books that they are assigned to work with. Students will be able to model how to read aloud to one another. The rocking chair is for the teacher to use during shared reading. Students may get to use this “teacher chair” when they present their work or for a reward.
Library
I placed my classroom library in the corner of the room because it needs a lot of space and the traffic flow is not so heavy over in that corner. The bathroom and door are at the other end of the room, so students are not distracted by noise. My classroom library has a carpet and beanbag chairs because I want students to feel comfortable while reading. I want students to read not only for educational purposes, but I want them to read for enjoyment. The more that my students feel comfortable and enjoy reading, the more they will continue to do so. You know what they say, practice makes perfect! My only concern is that the beanbags may get lice in them or other bugs. I think I would do my research and see if there are beanbags made with materials that are more resistant to lice and other types of bugs that may enter my classroom.
The library is also used for independent reading time during centers. I want my independent readers to feel comfortable and for there to be a quiet area for them to read. This way I can assign four or more students to the independent reading station if need be.
I plan on having my library bookshelves full and organized by category in baskets. The baskets will have a label and picture on so that my ELL and lower level students are able to understand which types of books are in the basket.
Whiteboard/SMARTboard/Projector Screen/ELMO/Projector
The whiteboard will be a central focus of our classroom where I am able to model and students are able to share their ideas. I prefer to have a whiteboard and a SMARTboard because I can use the whiteboard whenever I feel necessary without having the SMARTboard turned on all day and using energy. I would like a SMARTboard because I think that it is a great interactive tool for the students and I to work with. I plan on finding, modifying, or creating SMARTlessons where my students are able to physically engage themselves in a lesson with little prep time or materials required.
I want to have a projector screen so that I am still able to use an ELMO and a projector. I think that it is important to have an ELMO in the classroom to model for students an assignment or to show the class a student’s work. A student is also able to demonstrate step-by-step how they got their answer.
Student Cubbies
Student cubbies are used to store and keep tract of student work throughout the day or week. When a student completes an assignment, instead of waiting for someone to go around and collect it, the student is to put it in their assigned cubby. Even if students are not finished, they can place their work in the cubby to return to at a later time. This way I can easily find out which students have an assignment finished. The papers are already alphabetized, saving me time.
Guided Reading Table/Small Group Table/Guided Reading Storage
The guided reading table will be used during centers time. Any time I need to pull a small group, do testing on a student, or need to lead a guided reading session this is the perfect place to go to. The storage behind the guided reading table allows the teacher to organized books based on reading level and genre. The table is kidney shaped so that I am able to monitor the students as they read together. It allows me, the teacher, to be the central focus in the middle of the table when it is time to listen. Small groups of often called for lower-level math, reading, or writing students. These students can receive individualized attention without distraction. The table is in the opposite corner of the door and the traffic flow is minimum in this corner. Students do not have much to get distracted by when facing the teacher and the wall in small groups.
Phonics Center/Listening Center/Fluency Center
In first grade phonics, fluency, and being able to listen and retell are key. These centers are used everyday during the designated centers time. The listening center and fluency center are at the same table because people listening have headphones on. The fluency center requires students to read aloud but it does not bother the listeners who have headphones on. The phonics center is set by itself because you can assign anywhere from two to four students at the center, depending on how many activities there are. The phonics center is also close to the word wall, which can help students with their alphabet sounds and with word families.
Science and Math Materials Table
As a teacher, math and science require many manipulative and equipment. Having a table to organize the day’s events is helpful for the flow of the lessons. I placed this table on the side of the classroom where there is little traffic flow. This way students will not be as tempted to touch the items and play with them. The table is also next to a bookshelf and storage shelf where I store my math and science supplies. This table makes planning and organizing easier and still allows students to get manipulatives when they need.
Television
Having a television in the classroom is important, especially in elementary schools that have a morning show. I placed this television in the corner because I do not want it to be the central focus of my classroom. All students are also able to see the TV from where they are, but some may simply just have to turn their chairs.
Bathroom and Sink
I choose to have a bathroom in my classroom because that way I can monitor student activity if needed. I know how is in the restroom at all times, for example, during a fire drill. The bathroom allows me to send one person at a time, unlike using bathrooms down the hall where it is usually school policy to send two children together when leaving the classroom.
The sink is in the classroom for hygiene purposes, such as after using the restroom. I think it is important to have a sink in the classroom especially during flu season. If a student were to cough in their hands, I could quietly just tell them to get up and wash their hands and they could come back into the lesson quickly. The sink is also helpful when doing activities that include paint or any other type of liquid substance. The sink with water makes it easier to clean up supplies and quickly move to another activity.
Bulletin Boards or Student Work Displays
I feel that it is important for students to see their work recognized because all students have their strengths. Levin and Nolan (2010) say, “The more bulletin boards are used to recognize students . . . or to provide students with opportunity for active participation, the more likely they are to facilitate and enhance appropriate student behavior” (135). Therefore, recognizing students is a way to help decrease misbehavior in the classroom. These student work displays also help build a sense of community. First, students are able to feel that the room is really theirs. They can see their work covering the walls and we can notice student progress from looking at one display to another over time. Second, students see that they all contribute to the greater good of covering the bulletin board. Not just extraordinary students are recognized, but all students are recognized.
I may also use bulletin boards to post about local events going on in our school or in our community. Levin and Nolan (2010) state that, “Bulletin boards and display areas may also be used to post local or school newspaper articles mentioning students’ names and to display students’ work. A part of a bulletin board or other wall space may be set aside for a list of classroom guidelines” (135). My students and I will come up with a code of conduct together during the first week and revise when necessary. After the code goes home for parents to review and comment on, we will post our classroom code of conduct on a bulletin board for all to see.
Word Wall
In first grade students tend to focus on how to spell words correctly. I would like to have a word wall in the room that has the alphabet listed with vocabulary and phonics words that we have learned throughout the year that students can refer to when writing and need a memory refresher. This word wall can also give students ideas of what to write about during the writing center. I have the word wall behind the teacher’s desk because there is a large area for a bulletin board. A larger area is better for this word wall because that way I can post words that are large enough for students to read across the room.
Windows
I want natural light in the classroom because I think that student’s moods can get improved with some natural sunlight in the room. Students also report feeling more awake when windows are open and let the natural light in. Windows are also important during the winter and summer. Sometimes it may get too warm during the winter and the teacher can let in fresh air. During the summer the air conditioning may have gotten too cold so it is nice to let some of the natural breeze flow through.
Storage and Bookshelves in General
There are multiple storage places and bookshelves around the classroom. These are helpful because teachers have many resource books and activities for centers. These bookshelves and storage areas allow teachers to be organized and have the room and counters uncluttered. These storage areas are along walls because it helps the structures stay sturdy and because it helps to better frame the room. If bookshelves were placed throughout the room, the classroom would look more cluttered.
Backpack Bins
These bins are placed at the back of the room, out of the way of student traffic. They are in front of teacher storage areas, but not in the way of the sink. The backpacks are in these bins during the school day so that students are not playing with their backpacks or trying to take things out of them.