2. The Major Areas of the Classroom and their Importance By Silvia Cabrera SPED-635 Spring 2010

3. Classroom organization involves physical organization, routines for classroom functioning, and classroom climate, and behavior management systems including classroom rules and monitoring. The way a classroom is organized can affect student’s learning and behavior in a number of areas. (Kerr & Nelson, 1998).

4. When working on their classroom environments teachers must have as priority creating a classroom that is conductive to learning and offers a variety of experiences to students. Carefully arranged classrooms can decrease noise and disruptions, improve the level and quality of student’s interactions, and increase the percentage of time that students spend on academic tasks. In addition, classroom environments must be planned to accommodate each student specific needs.

5. Create Well Defined Areas In addition to visuals, and a print rich environment every classroom should have: A meeting area Library ( With comfortable reading space, equipped with comfortable seats or beanbags) Science area Social studies area Art center Dramatic play area Sensory-tactile area (sand table, play- do, exploration tools) Math Area (can include blocks, math materials such as counters, linker cubes, tactile numbers, blocks)

6. The Meeting Area This area is important, specially in the early childhood classroom. This is where we meet in the morning for routines such as attendance, calendar, weather, alphabet reading, whole group instruction, and sharing at the end of independent activities. It is where the teacher sets the tone for the day, early in the morning.

7. Library This must be a special place, where children can develop a lifelong love for reading. Books should be leveled and age appropriate. Must be comfortable and inviting, with seats such as a small couch or beanbags. Reading standards and posters such as “how to choose a good book” should be displayed in this area.

8. Science, Social Studies, and Math areas Science center should incite curiosity and invite exploration. It may contain soil, seeds, magnifying glasses, thermometers, magnets, rocks, plants, flashlights, etc. Social studies area: This area displays books, maps, globes, flags, and student’s work. The math area should be well defined, math materials such as counters, cubes, rulers, tactile numbers, balances, etc., should be readily available. Student’s math work such as patterns, designs, and class surveys are also displayed in this area.

9. Dramatic Play Area Dramatic play is an excellent way to develop language and social skills. These centers should be equipped with props and furniture that suggest specific settings that are familiar to children (i.e., domestic play themes, doctor’s office, supermarket, puppets, etc. ). Dramatic play permits children to fit the reality of the world into their own interests and knowledge. One of the purest forms of symbolic thought available to young children, dramatic play contributes strongly to the intellectual development of children (Piaget, 1962). Symbolic play is a necessary part of a child's language development (Edmonds, 1976). Children need a safe, interesting environment and freedom to experiment with roles, conflict, and problem solving.

10. In Conclusion: A classroom should be print rich, inviting, have specific, well defined areas, and accommodate student’s specific needs and learning styles. Materials should be accessible, and in the case of students with disabilities it should provide accommodations for mobility issues, visual disabilities, and minimize distractions for students with ADD or ADHD.