Ashley Dolan March 1, 2016 Classroom Design Mrs. Bolton’s 2 nd Grade Class

Security and Shelter  Physical Security:  The room is physically safe and functional  The most basic criterion needed for students to learn  A precondition that must be bet before the environment can successfully serve students’ and teachers’ higher level needs  Psychological Security:  The feeling of being in a safe and comfortable place  Provides a sense of freedom  “Retreat areas”

Security and Shelter Physical Security: Each student has their own personal desk where they can keep personal belongings. The room is set up in a way that allows students to move freely and safely. There is also enough space for each child to comfortably sit and work. If more room on the floors is needed, chairs can be safely stacked up and pushed to the sides. There is adequate lighting and the classroom is kept at a comfortable temperature.

Security and Shelter Psychological Security: The soft cushions in the “Class Library” create a retreat area. The rug in front of the room allows for a soft surface for students. The books around the room give a sense of freedom by allowing students to choose what they read.

Social Contact  The way a classroom is arranged controls the amount of interaction between students.  The arrangement also tells students how much interaction and communication is acceptable.  Different room arrangements include a horseshoe, clusters, and an interior loop.  Teachers must know their students when deciding which arrangement will work best.  It is important to circulate students throughout the room during the school year to increase contact and build relationships between students.

Social Contact Mrs. Bolton has a classroom of 25 students. She has arranged the class into four clusters, three with six students and one with seven. This arrangement allows students to discuss, communicate, and work freely with one another. At times Mrs. Bolton will move students’ desks but generally keeps her room in clusters.

Symbolic Identification  When choosing materials for a classroom make sure the materials will not overpower students’ learning  Poster and bulletin boards can be used to personalize the classroom.  Students’ desks can be personalized and identified with name tags.  May include student or teacher accomplishments or student work samples, photos, or personal information such as the class schedule.

Symbolic Identification Student work is placed on the walls as well as bulletin boards with information. The calendar and class schedule are able to be clearly identified The word wall is easily identified for student use. There are not many examples of student work around the classroom. The function of symbolic identification could possibly be better shown through more options for students to display personal work.

Task Instrumentality  Helps students and the teacher carry out tasks that need to be accomplished.  Everything has a place as well as a function.  Frequently used materials are clearly labeled and easily accessible for students.  The room has planned pathways in order to avoid distraction and “traffic jams”.  The teacher’s desk is situated to support interaction.

Task Instrumentality Mrs. Bolton’s desk is placed in the corner of the room and is easily accessed by students. She uses the space behind her desk for her “office area”. She also uses her desk to interact with students for reading group. The rug in the front of the room is used for classroom meetings and group reading activities. The computers are placed in the other back corner of the room away from the whiteboard and away from students as to not easily distract them.

Task Instrumentality Students’ desks are labeled with their names to ensure they are in the correct seat. The red cups are attached to the desks and contain supplies necessary for everyday tasks. Bins at the front of the classroom are labeled and contain materials students may need, such as pencils, markers, scissors, etc.

Pleasure  Pleasure, or attractiveness of the room, is important for students as it is suggested that students learn better when they find a classroom aesthetically pleasing.  Pleasure can be represented by:  Having open spaces  Using warm and cool tones  Having a small, cozy, quiet corner  Using soft and hard surfaces  Having many textures  Being orderly

Pleasure The use of rugs in the classroom create soft surfaces, while the tiled floor provides variation. The corner nook in the library provides a cozy corner. The consistent use of red, black, and white give the classroom a cohesive look and breaks up the monotony of the white brick walls.

Growth  Intellectual growth and development is achieved when a classroom is equipped with the necessary materials and resources.  The classroom must be engaging and have areas that support discovery, exploration, building, reading, observing, and creating.  Opportunity for accomplishment and cooperation should be included in the classroom.  A print-rich environment is helpful in providing growth for students  Teachers should have as many literacy opportunities available as possible  Literature can be integrated in all aspects of teaching

Growth Mrs. Bolton’s class has a wide selection of books for students to choose from. The computer’s in her class also provide students with the opportunity to explore, discover, and research. The tub of pom-poms on her desk is indicative of the reward system; when students are staying on task or portraying positive behavior they receive a pom-pom. These can be saved up and used for rewards like stickers, special pencils, or specific classroom jobs (such as being in charge of the clicker for the overhead projector, line leader, etc.)

Sources  Six Functions of the Classroom Setting. From Carol Weinstein, Elementary Classroom Management: Lessons from Research and Practice, 2 nd ed. (2007). Retrieved from  Steele’s five classroom management functions. Retreived from