Structure and Classroom Management

“Effective teachers manage their classrooms. Ineffective teachers

discipline their classrooms.”

(Wong, H. & Wong, R. , 1998, The First Days of School, Harry K. Wong Publications, Inc.)

A Learner-Centered Environment

Welcome to our second grade classroom!

Here, you may find that teaching and learning look a little different

from what you might expect!

Here, the emphasis is on learning, not teaching. Students work

independently, in pairs, in small groups, and in large groups.

They use technology as well as traditional media for a balance of

routine and novelty.

In this classroom, students are encouraged to learn in ways that are new, interesting, and in sync

with their individual styles.

Physical EnvironmentThe classroom environment is

designed to facilitate experimentation and self

expression. A primary objective is enabling students to feel secure as they listen, discuss, research, ask

questions, and learn.

The ClassroomThe classroom is set up to promote

ease of learning through independent study or work in

pairs or groups of three or more. As they wish, students can move from one area to another or find quiet spots for reading or study. The classroom arrangement is

flexible and may change according to students’ needs.

Learning StationsSpecific areas are set up as learning

stations for independent study and for working on projects in fields like reading, writing, science,

math, and social studies. Textbooks, computers, calculators, writing materials, cameras, maps, and other instructional items are

maintained in the learning centers.

ScaffoldingYou may notice many visual elements,

like photos, illustrations, charts, and graphs displayed around the room. These are aids to student learning

and are part of the scaffolding technique utilized by the teacher. Scaffolding supports learning by

helping students to draw connections between new and previously

established ideas.

Modeling and metacognitive exercises can be used in

conjunction with scaffolding and are supported through visual

reinforcement, as well. Key words and other vocabulary prompts are present to support

learning and language acquisition. These are particularly

helpful for English language learners.

Emotionally Supportive EnvironmentRules and guidelines help students

to feel secure in the learning environment. When students play

a part in developing the rules, they have a greater interest

acting in accordance with them. This creates a classroom

characterized by order, rather than chaos.

Rules and GuidelinesStudents help to develop the rules

during the first days of class.They work together in creating the

classroom rules, then vote, as a class, to accept or reject them.

When the rules have been accepted, they are written down and displayed

prominently so everyone can see them and be reminded of their

significance.

Breaking the RulesSometimes, for one reason or another, a

rule is broken. When this happens, the student is reminded of the rule and its

purpose and together, teacher and student discuss how to avoid future

violations. If a student consistently breaks rules,

that student is referred to another authority (the building principal). This

helps to maintain the secure atmosphere for the remaining students.

Changing the Rules

Classroom rules can be added, changed, or eliminated when

necessary. The class, as a whole, determines the method for

changing the rules.Guidelines regarding issues of

safety are not subject to the approval of the class; however,

students are always made aware of the reasons for the safety

rules.

Community ConnectionsTo develop a sense of community within the classroom, student-to-student and teacher-to-student

connections are established.

The teacher introduces herself or himself by revealing things of interest,

such as pets, hobbies, and favorite season of the year.

The teacher is careful to reveal nothing of an inappropriate nature, while, at the same time, offering students a

glimpse of his or her personality. This sets the stage for establishing communication among the students.

As they become comfortable, students share information about themselves with the rest of the

class. Students are encouraged to share

information about their interests and their hobbies, while not

revealing personal information about their families or disclosing data that could cause distress to

others.

The Learning EnvironmentResearch indicates that students learn best, and retain most, when they are engaged in the learning process; in short, students learn

by doing. In this classroom, students are encouraged to acquire and apply

knowledge through various methods and media.

The emphasis is on understanding of a skill or concept and its application, not on rote

memorization. Students are encouraged to approach the learning task in different and various ways.

Inquiry and analysis are supported, and critical thinking is emphasized.

Students gain and share understanding through discussion

and group study.In small and large groups, students

support others by engaging in shared research, asking

questions, and collaborating.Students design art projects and

compose and perform original stories and plays.

Students demonstrate elements of successful teamwork.

They show the ability to cooperate with others, exhibit patience,

maintain focus, take turns with group mates, speak up in support

of ideas, and communicate clearly.

Through cooperative learning, students acquire skills that

enable them to engage in further team-oriented tasks.

At the same time, they understand and support learning styles different from their own.

The Learning ExperienceCurriculum and instruction are

intertwined, and one directly impacts the other.

Because the instructional approach for all students is not

the same, each student’s learning experience is different.

The goal in this classroom is to provide the best experience possible for every student,

enabling each one to start on a path of lifelong learning.

ReferencesRodriguez, L. (n.d.) Classroom management. Retrieved

from http://www.4faculty.org/includes/108r2.jsp Wong, Harry k. & Wong, Rosemary T. (1998). The first

days of school. California: Harry K. Wong Publications, Inc., as cited in Allen, S., Keiser, L., Navarra, J., Sanders, R., & Shaw, C. (n.d.) Taking teaching & learning seriously. Retrieved from http://www.kennesaw.edu/education/eece/TTLS/pages/articles/ClassroomStructure.htm

 Kagan, S. & Kagan, M. (2009). Kagan cooperative

learning. San Clemente, CA: Kagan Publishing.