Reflection #4 The Classroom Environment

Reflection #4

The Classroom Environment

By

Darcie Pike-Wilkie

          A number of years ago, kindergartens and daycares on Prince Edward Island were obligated to participate in the Early- Childhood Educational Rating Scale, also known as ECER-S. Educators had a person come in to the classroom and watch for the day and rate the educator in many areas - the classroom environment being one of those areas. I recall carefully considering many aspects, in attempt to create a quality learning environment for my students. As stressful as the rating day was, the end result was motivational for me as the educator, and beneficial for the children in my care. As I read Domain 2: The Classroom Environment, the five components reminded me of the Ecer-s scale. Although we have not done the rating since we entered the formal educational system, I know I still use the standards to help me create the best learning environment I can for my students.

          Creating an environment of respect and rapport is, for me, the cornerstone, to developing all the other components. I invest the time at the beginning of the year to develop relationships with my students, and I allow them the opportunity to develop relationships with their classmates. I am caring, nurturing, kind, and respectful and I expect the same from my students. I believe children do what they see, so, in the school environment, I model the behaviours I want to see. I often remind the children of the golden rule- to treat others as you would like to be treated. Because this is the children’s first introduction to the educational system, creating this environment usually requires a lot of talking and explaining why we do things the way that we do. (Sometimes I get tired of hearing myself talk...) Ultimately, most of the children understand that the quality of the relationships that we have with one another is based upon RESPECT. If we show and have respect, the other components fall into place much easier.

          Establishing a culture for learning requires motivating the students to do their best and to be their best. I try to do this by praising the students, reminding them to take pride in their work, and by engaging the students in their work. I display my students work in the hall for all to view. How proud they are when they see their work hung up for all to see. I encourage my students to try new things, take risks, and to never give up. In fact, I often sing a little jingle to them from a character education series about never giving up. Now I hear them singing it... I wonder if they go home singing it?

          Managing classroom procedures requires establishing a routine right from the first day. I display our daily routine on the wall each day so the children can visualize their day. Each day I hear children saying, “we have phys ed today”, or “we have music today”. They take comfort in having a predictable routine. I tend to use morning meeting as a time for large group time and the remainder of the day is usually spent in small groups. In this environment, I find it easier to monitor the strengths and needs of my students. Transition times can be tricky, particularly with this age group, so I use singing/ jingles to indicate the end of an activity and I also ring a little bell. On occasion, if the room has escalated in volume to a point where the bell is not heard by all, I flash the light to regain their attention.

          Managing student behaviour tends to more successful when the students feel they have had some input in creating the class rules. We write up the rules and I usually add a visual so the children can better understand what the words are saying. When we discuss possible consequences, most children suggest going to the principal’s office. I fear that the poor principal is portrayed as some “mean” official that the children should fear. I carefully “guide” their consequence more in the direction of a time-out, until the child chooses that he/she wants to show respect. I do tell them though that if behaviours that are not acceptable continue then the principal will be contacted.

          Organizing the physical space and layout requires careful consideration so the room and equipment are functional, safe, and accessible to all. Being new to Alberton Elementary School this year, I found this particularly challenging, because I had to take different things into consideration than I had to at Bloomfield. (for example- windows, bulletin boards, plug outlets, room size...)

          Although I am not an “expert”, I do feel that my teaching experience and the relationships I invest in are my greatest assets when it comes to creating a classroom environment that promotes learning for my students.