Classroom Sample
I have spent a number of years teaching in Kindergarten/Elementary and since I have an holistic based philosophy it was my professional goal to ensure that aspects of this program are reflected in the physical environment of my classroom. The IPC classroom is reflective of many developmentally appropriate Early Years set ups and Key stage 1or Milepost 1. In fact, it may not overtly seem any different to a Kindergarten/Key Stage 1 classroom in other parts of the world in its physical layout. The perennial Kindergarten staples are present – cubbies, tables, library, blocks, water and sand table, meeting space with a carpet, teacher’s desk, well defined centres, etc.)
As a frame of reference, I have included a layout of my classroom from the school year 2007-2008 at St George International School. Labelled are many physical aspects of the classroom reminiscent to many other Kindergarten/ Key Stage 1 classrooms throughout the world. I make it known that while the example provides a frame of reference, it is not the ‘perfect’ model. One of the things Kindergarten teachers face is making the best out of any environmental situations and being flexible and creative in regards to their classroom space year to year is very important. Its also important to note “constructing the learning environment is a dynamic, ongoing process of decision making throughout the school year” (The Primary Program, pp. 73)
As a frame of reference, I have included a layout of my classroom from the school year 2007-2008 at St George International School. Labelled are many physical aspects of the classroom reminiscent to many other Kindergarten/ Key Stage 1 classrooms throughout the world. I make it known that while the example provides a frame of reference, it is not the ‘perfect’ model. One of the things Kindergarten teachers face is making the best out of any environmental situations and being flexible and creative in regards to their classroom space year to year is very important. Its also important to note “constructing the learning environment is a dynamic, ongoing process of decision making throughout the school year” (The Primary Program, pp. 73)
My classroom this year was a study in 'making the most out of a tiny space'. It was very important to me to have a natural flow to the layout and minimize unnecessary furniture in order to open up the classroom and have it at least feel bigger.
I will use clock ordinates to help point out some of the features in the classroom. For example, the photo is taken with me standing in the 6:00 position, with the large gray cabinet between the 2 windows being roughly the 12:00 position.
- I had 5 tables with 4 chairs (one table had 5) to accommodate 21 children. I placed the children's names on the chairs in order to move their 'spots' around periodically throughout the year based on student and learning needs.
- My teacher desk and chair are pushed against the wall in order to not commandeer a corner into one of those infamous 'teacher corners' that take up so much room. As a result, I was able to dedicate one of my corners to a math learning centre. When my chair is pushed flush against my desk, it barely takes up a metre square of space. My assistants desk and chair sit perpendicular to mine.
- Material space is limited and hidden from the children's everyday use in the locked cupboard at 11:00 and with the top 2 shelves of the large shelf found at 9:00 (using a clock to describe objects in the photo).
- The centre areas are well-defined using natural pathways and furniture to seperate their intentions. My library is found at 12:00, the math centre at 10:00 and the carpet centre which doubled as an Imagination Station (with toys like blocks, dress up and marble run) during Free Centres, found at 4:00.
- I tucked the garbage can (found at 9:00) under a desk that held materials for writing, colouring and drawing in order to save some space in the classroom, as we were not allowed to keep them in the hallway.
- Our calendar is found at 3:00 - eye level and accessible for all of the children to use during Free Centres as well as during morning routines.(This shot was taken the last day of school, so the calendar itself was already packed up in anticipation of my move home).
One thing I loved about this classroom was the big natural windows (behind me in the photo). It looks like the lights are on in the classroom, but they are not! For our afternoon centre time, I would often turn the lights off and we would play with the natural light.
This view of the classroom offers a lot of insight into how I used wall covering/decoration to give a sense of ownership to the classroom. I will use the same clock coordinates as above to point out some of the features seen in this perspective of the classroom. in this case, I am standing taking the photo at the 6:00 position and the door would roughly be in the 12:00 position.
As much as possible, I have authentic, student made evidence of learning throughout the classroom. It is important to me for students to see how things can look when someone their age does it. For example, if a student does a really amazing journal, we will discuss as a class why it is great, then I will put it up for students to refer to throughout the unit.
To the right of the door, I have our 'Classroom Treaty' and 'What Super Readers Do' poster. Both of these posters were made with the answers that children provided. I also have the children sign the bottom of the 'We Promise' poster so that throughout the year, should any problems arise, I ask them to refer to what they promised that they would in the classroom. It has worked very well in giving children ownership of their own actions.
Below this are the children's mailboxes. They can keep unfinished work or projects in their to take out and work on as they like, and then all of the things are sent home on Thursday in their Thursday folders. I don't send things home each day. Not only do I not have the time to stuff folders each afternoon, I find students cannot continue on with projects they start throughout the week. Some students will colour the same picture each day until it is finished, work on a piece of writing or a collage. This helps them work on perseverance and delve a little deeper into their own independent projects and learning.