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Teacher-student relationship
Relationships between teachers and students
Teacher-student relationship
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Room environment has a significant impact on a students learning process. The room environment includes anything, such as how the class is set up to how the teacher interacts with the students. If the room and teacher are boring, the student will also be bored as well. However, if the room is exciting and the teacher is dedicated to making learning fun, then the student will also find learning exciting. Mrs. Razo 's sixth grade class has a room that 's filled with excitement and potential at George W. Bush Elementary. The organization of Mrs. Razo 's classroom is arranged in a particular way to help enhance both learning and teaching. Over half her students are English Language Development (ELD) students, so she has these students sit on one …show more content…
Having the room divided the way it is, helps the students in a way that the ELD students can help and understand each other. Each desk is either facing or has an easy view of the white board, which is the front of the room. This not only enhances learning for students, but it makes the visibility of all students easy by having all the students facing the board, that way everyone can see without an issue. In the front center of the room, she has a table set up with the projector and a visual overhead. On this table she also has all her supplies (markers, pens, stapler, and so on) making it easily accessible when teaching from the front of the classroom. The way the room is set up makes doing simple chores easily accessible. Mrs. Razo has one group of five desks in the middle and sixteen desks on each side (four rows of …show more content…
Razo 's physical room or furniture. All of the desks and equipment are in good repair and are adequate for the sixth grade age group. There is a working phone in the room. The PA system is not only used for the bell (of course) and announcements, but it is also used to make calls from the office to the room and vice versa. There are also two computers in this classroom, which one is mainly used by Mrs. Razo to take roll and check her email, and seem relatively old. As for any other room environment features she also has various book shelves that hold DVDs for rainy days or education purposes and other teaching guides that she may want or need to recall to. Mrs. Razo 's teacher presence contributes a lot to the environment, as it would for any other teacher. She comes in excited to see her students everyday and shows each one of them that she cares by making sure each of her students are learning. Her teaching methods work for her class. Not only that she likes to call her students a family and will occasionally call a student, "Mija (daughter)" or "Mijo (son)", thinking of her students as children of her own. Mrs. Razo 's presence makes the class an exciting place to be, and that 's how all teachers should
*As with designing the room, teaching materials are best used when they’re easiest to access. I kept my teaching tools close at hand at the areas they were used and additional things were kept on top of the kids’ cubbies so all teachers knew where they could find them if they needed them.
Organize the physical environment – the way the desks, tables, and other classroom materials are arranged affects instruction and has an influence on order
The space and area in which a child is learning must be accommodating to all of their needs. A responsive environment is a space of any size that is set up and presented in a manner that promotes social-emotional development, physical development, spiritual development, intellectual/cognitive and language/literacy skills. It is important that the class or room promotes a healthy learning environment which allows the children to be independent while still pushing their skills and abilities. Environments are able to shape and direct a child’s learning experience, “We now know that the environment is a valuable teacher if it is amiable, comfortable, pleasing, organized, clean, inviting and engaging…This is true of floor space, ceiling, and wall space” (Krentz, Emerita, & University of Regina, 2013, p.44).
Fostering the development of social skills requires and environment that is conducive to group learning. A location where the individual learner can find their own personal space, at the same time be connected to others in the group. This can take some creative thinking on behalf of the instructor or project leader. A reorganization of the space is sometimes necessary, taking into account environmental influences such as: lighting, sounds and temperature. When the individual learners distraction level is kept to a minimum they are able to have greater participation within the group.
( http://www.academia.edu/). The feeling of knowing that everything we do in class will build on each child’s academic skills makes me have a deeper understanding of why my jobs so important. I always knew it was but now I have a bigger picture. We need to be flexible and look at the child what they need and how we are going integrate it into our lesson plans and being able to see how the room being set up can help the child to explore so much more and have more curiosity in how things work and how they work and why they work. There should be so much put into the centers in each part of your room that way it will increase the child’s curiosity and they will start talking more so they can continue to learn. Children are always wanting to know more. The room needs to be inviting so the children are able to see that if you are interested in the things the child is learning than the child will want more from you and they want more understanding. Knowing that play allows the child to be repetitive with new skills they have learned in the classroom they will keep on doing the same thing till they learn that they can accomplish more. Every day I work with children seeing the way the interact and play and see who is playing with others and who is not playing with
Instantly, the bright lighting and cleanliness of the interior of the facility struck me. The bright lighting seemed to highlight the multi-colored artwork and durable furniture in the room to make the space feel child-friendly. Organization was one of the key aspects that helped the teachers and children have a safe and fun learning experience. For cleaning and emergencies, essential items and areas were labeled properly, and were accessible to adult caregivers, but out of reach to children to prevent health and safety risks. The floors were clean and free of clutter to promote free movement and play in each classroom. The toys were child-sized, and there no small, detachable pieces to avoid choking hazards. Within the classroom, the interest centers are arranged along the walls, and during reading instruction, the middle area is used to form a reading circle. The preschoolers had a variety of activities to choose from at each interest station. The Block Center had Lego blocks, wooden blocks and shapes; The Writing Center had dry erase boards, paper and pencils; the Cooking Center was filled with play foods and a child-sized kitchen set; and the Math Center had wooden stick and rubber cubes for counting. The teachers interacted with the children by guiding activities in the classroom, allowing the children to play independently on the playground, constantly communicating behavioral
The students’ desks are arranged in six straight, parallel columns with six desks in each column. This layout is not the most ideal for a world language classroom, but due to the odd, narrow shape of the room and the large amount of desks needed, Mrs. Santer finds it difficult to arrange them any other way. Her desk is situated so that she faces the students when she is seated at it and her back is to the chalkboard. It is in the right hand corner of the room if you were looking from one of th...
The classroom that I observed in was arranged in a simple way. In the dramatic play center there was a long coat rack and each hook was labeled with an image and name of the outfit. This was done so the children know where do place the clothing when they are done with it or cleaning up. Also in this center was a cash register, puppets, an oven, refrigerator, ironing board, sing, dishwasher, a table set and a comfy chair. Their block center was small, and sectioned off by a shelf and an arch way in the corner of the room. In this center there was also a table. I felt that they children would not have enough room to build although I did not measure the area. The art center had stamps, children’s art work, an easel, magazines and other essential art supplies. In the same area as the art center was the writing center. In this center was maps, chalk and chalk board, stencils, a ruler, notepads, loose paper and pencils.
On April 14th, I got the opportunity to observe Mrs.Osborne's 11th grade AVID class and her 12th grade AP Government class. Mrs. Osborne is a social studies and AVID teacher at Reynolds High School. She has been teaching for 33 years. In the classroom the desks are set up in rows facing the front of the room. Mrs.Osborne's desk is placed in the back corner of the room. On the left side of the room there was a white board and on it written out was each classes learning objective of the day, the days agenda, and what the homework for the day is. At the front of the room students grades are posted by student ID number on a board. The left side of the room had labeled drawers with supplies.
When building a classroom, the indoor learning environment will be influenced by the building and play area that surrounds the building. A classroom needs to have adequate space for children to play, explore and learn. Children need to have continuous access to water, bathrooms and a sink for handwashing. Although each room or center will be different they need to maintain areas that are easily and safely supervised from all areas of the classroom. The space needs to be organized into learning centers with well-defined areas. Areas such as science, art, sensory, bathrooms and eating areas need to be near a water source. Other areas such as block areas, library and housekeeping should be kept in areas with large area rugs or carpet.
The classroom embodied the stereotypical music classroom with its various instruments scattered around the room. Every inch of the wall and door was covered with music notes while chairs encircled the room. Besides the teacher’s desk, there were no other desks in sight. The students had to sit on the ground in the center of the room away from the instruments. Even when playing instruments, the students sat on the ground. Although the setup was very different from a general classroom, it was appropriate for the kinds of lessons that the teacher taught the students. The teacher did not hand out any worksheets or assigned homework so the students did not need any desks for writing. Since the classroom was already small and cramped, having desks in the class would have impeded on the activities that the students performed.
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.
Class started by the Mrs. Polzin greeting the students with, what Jimmy thought to be, a fake smile and good morning. She sat down at her desk and asked the pupils to take out their show and tell items. Other students had brought their pictures; others had brought caps and sweatshirts from different countries. Jimmy thought, like the others, his show and tell item was the best.
Every teacher must have a set of classroom routines and procedures to maintain order in the classroom. When entering the classroom, students will enter in a quiet manner. They will sit at their assigned desk and have all material ready to begin on required work. Once the bell rings and the door is closed, students will be seated and working. Tardiness is unacceptable and if the student receives more than three unexcused tardies per nine weeks, a referral will be given to the office and a phone call will be made the parent or guardian. Also, students should not be more than three minutes late to class. This will result in an automatic referral to the office.
Others have been boring, overly strict, unapproachable, and at times unknowledgeable. I have learned valuable lessons from both. A positive and fun learning environment makes students want to be in the classroom. The first step in learning is that the children must want to be there.