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Maria Nobles

4 February 2019

EDUC 540 - Student Teaching

The Classroom Environment

The classroom environment can make or break the success of learning in a classroom.

Consideration must be given to the organization and layout of the classroom, student behavior,

and atmosphere of respect and rapport. If the classroom is cluttered and disorganized, the

students will be too. If unacceptable behavior is not managed, the students will not feel safe in

the environment and negatively impacting learning. I will discuss my systems for classroom

management.

Creating an environment of respect and rapport starts on the first day of school and

continues until the last. Each day, I will meet my students at the door and speak to each of them.

This is important in getting to know your students and could provide insight into how they are

feeling on any given day. Danielson (2014) states, “An important aspect of respect and rapport

relates to how the teacher responds to students and how students are permitted to treat one

another (p. 33).” I will treat all students with respect, if I am respectful to them, they in turn will

be respectful to me and their fellow classmates. I will set classroom rules on day one of school

and continuously remind students throughout the year.

To establish a culture of learning, I will consider my classroom. I will make good use of

wall space to display current anchor charts for student reference, but I will be careful not to

overload the space. A classroom that is cluttered with a poor layout of furniture could create

distractions for students and stifle the learning process. Danielson (2014) states, “An emphasis

on precision reflects the importance placed, by both teacher and students, on quality of thinking;
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this emphasis conveys that the classroom is a business-like place where important work is being

undertaken (p. 37).”

I will set high expectations for my students and recognize their efforts to achieve success.

I will help students believe in themselves because of my confidence in their abilities. If I find a

student struggling, I will tell them not to quit. If needed, I will let them take a minute breather,

and then come back to the task refocused.

I will also encourage students to use their peer base in the classroom. Just as Marzano,

Marzano, & Pickering (2003) state, “two before me (p. 23),” I will have students ask each other

for assistance before coming to me. I feel that when students are afforded opportunities to

explain or teach to other students, it reinforces the information for themselves.

The procedures that I will establish to manage the classroom will include routines for

beginning and ending the class, transitions and interruptions, and how materials and equipment

should be used and stored. I plan to begin the day with seat work to allow students time to catch

up on unfinished work while I complete administrative tasks, like attendance and collecting notes

for the front office, first thing in the morning. If the students are caught up, they can read, color,

or play with Legos, quietly. We will sing the National Anthem and say the Pledge of Allegiance

together.

At the end of the day, the students will clean the classroom as I place notes or

information sheets for parents in student folders. The students will prepare their backpacks to go

home. Once a week, the students will have a class meeting to discuss what went well during the

week and what didn’t. At the end of the meeting a different student each week will share

something with the class, e.g., toy, book, picture, or a story about a recent trip.
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Transitions is a very disruptive time in class. To minimize disruption and ensure a

smooth transition, I will get the students’ attention by saying, “Freeze,” at which time, they will

know to stop and listen. I will give clear direction on what we are doing next. Something I have

found most helpful in keeping me on track is to use a timer. I can lose track of time very easily

during instruction and using a timer keeps me focused for transition times. For working in small

groups, I will practice transitioning with students to ensure that it is seamless. When my timer

goes off, students will know to move to the next small group activity. I will display the small

groups on the Smartboard for students to reference for where they go for each small group

instruction. Danielson (2014) states, “Hallmarks of a well-managed classroom are that

instructional groups are used effectively, noninstructional tasks are completed efficiently, and

transitions between activities and management of materials and supplies are skillfully done in

order to maintain momentum and maximize instructional time (p. 41).”

Managing student behavior is crucial for learning success. Danielson (2014), “Skilled

teachers regard positive student behavior not as an end in itself, but as a prerequisite to high

levels of engagement in content (p. 45).” I will reinforce positive behavior by identifying

students who are abiding by our class rules and actively listening to the direction that is given.

When other students hear this, they are more inclined to check in on their own behavior and

adjust as necessary.

At the beginning of school and regularly through out the year, I will discuss the list of

consequences for misbehavior. In the video, “How to Succeed in Teaching Without Really

Crying,” the teacher, Emily explained, “Create a list of consequences instead of a sequential

list.” This is important to minimize risk of poor behavior during inconsistences in upholding the

rules.
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Disciplinary interventions can provide both positive and negative consequences.

Marzano, Marzano, & Pickering (2003) state, “Verbal and physical teacher reactions are the

simplest ways to acknowledge and reinforce acceptable behavior and to acknowledge and

provide negative consequences for unacceptable behavior (p. 35).”

When handling unacceptable behavior, I will consider if the student just needs to be

redirected or if it is a more serious violation of the rules. I will make eye contact with students to

gain their attention and understanding that they are misbehaving. I will not belittle students and

will take them out of the classroom to discuss their behavior. Danielson (2014) states, “Even

when their behavior is being corrected, students feel respected; their dignity is not undermined

(p. 45).” If the school I am in has a reward system for positive behavior, I will implement it in

my classroom.

The physical space of the classroom should be organized with safety and accessibility at

the forefront. I will have a reading area setup with leveled books appropriate for the grade level

of my students. I will have art supplies organized and maintain in good working condition. I will

ensure all students have a clear view of the board and other areas of the classroom when placing

tables and chairs around the classroom. I will have a carpet area for whole class instruction and

meetings where the students will sit on the floor.

I will provide cubical space for students to keep their backpacks and jackets. This area

will be an area that will always be kept clean. If the school I am in has electronic devices, I will

have a designated area and will cover rules and responsibilities for handling and using the

devices safely. As Danielson states, “Physical safety is a primary consideration of all teachers;

no learning can occur if students are unsafe or if they don’t have access to the board or other

learning resources (p. 49).”

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Classroom management sets the stage for learning. Expectations are set and goals are met

in the classroom. A well-managed classroom has less behavior problems and smooth transitions

and offers a positive environment for learning. Providing a classroom that is safe, structured, and

predictable, as I have planned, will create the most opportunity for learning.
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References

Danielson, C. (2014). The Framework for Teaching Evaluation Instrument. Princeton, NJ: The

Danielson Group.

InService Works. (n.d.). How to Succeed in Teaching Without Really Crying, Establishing Rules

and Consequences: Step-by-Step Through Week One [Video file]. Retrieved from

https://search-alexanderstreet-

com.ezproxy2.library.drexel.edu/view/work/bibliographic_entity%7Cvideo_work%7C17

84227

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom Management That Works :

Research-Based Strategies for Every Teacher. Alexandria, Va: ASCD. Retrieved from

http://ezproxy2.library.drexel.edu/login?url=http://search.ebscohost.com/login.aspx?direc

t=true&db=nlebk&AN=99261&site=ehost-live