1. CORINN BERNRADING FEBRUARY 29, 2016 CLASSROOM DESIGN 1 ST GRADE

2. SECURITY AND SHELTER There are two types: 1.) Physical security is a precondition that has to be met (to a some extent) before allowing students and teachers into the classroom environment. 2.) Psychological security which is the feeling that you are in a safe and comfortable area. The emergency disaster and safety and emergency plan can be seen as a physical security. It allows students and the teacher to know step-by-step instruction in case of a disaster. The reading area is a psychological shelter for the students because it can be seen as an area for the students to retreat. The beanbag and rocking chair are placed there as comfort for the students.

3. SOCIAL CONTACT This function serves as the way to create student-teacher and student-student interaction. This kidney desk is used as an area for small group work between the students and the teacher. The tables are arranged in clusters because although they cannot be taken away for individual work, it provides the opportunity for group work. There is also enough space between tables to allow students and the teachers to walk around comfortably.

4. SOCIAL CONTACT The meeting carpet is an area for the students and the teacher to get together and promote discussion on assignments they are, or will be, working on. (My Practicum teacher also uses this for brain breaks with the students)

5. SYMBOLIC IDENTIFICATION This function shows information in the classroom setting that reveals the people who spend time in there. The student’s names written on the desk in sharpie allow people to know who is in the classroom. This daily schedule labeled on the pocket chart/bulletin board can be seen as a visual cue. The border can also be considered pleasure because the mix of warm and cool colors make the wall pop.

6. TASK INSTRUMENTALITY The ways in which the classroom environment can help to carry out the tasks needed to be accomplished throughout the school day. The computers help to connect to the smart board which is used for every subject area. My Practicum teacher also uses classroom dojo to get the students excited about their assignments, and to see their progression. The sacs on the back of each child’s chair allows them to store all their notebooks and folders so that they can simply turn around to grab them when needed.

7. PLEASURE Items in the classroom environment that are attractive and pleasing to both the students and the teacher. These stuffed animals attract the students by their color and character when wanting to read. This stereo provides entertainment to the students, allowing them to listen to music. It can also be under the task instrumentality because the Practicum teacher provides audio for certain children’s books.

8. GROWTH This function is important to the environment because they are settings specifically intended to promote the child’s development. This is considered a closed item for growth. These are puzzles to help with phonological awareness, and verbs. These items are considered open for growth. These supplies give students many opportunities when working on assignments.