I really
like the way that my co-op teacher has her classroom set-up physically (as I
mentioned in a previous post). On top of the classroom being strategically
setup for the students’ success,
there are also lists and diagrams in place around the classroom which allow for
the classroom to run smoothly. The students had a major role in creating these
lists, so smooth running is reinforced by the students’ expectations of their and others’ roles. For example, on the wall is
the “Class Charter”, which students have helped to
create and which they have signed. These “rules”, as
created by the children (and with guidance from Heidi) make it much easier for
students to know what is expected of them, of others, and how a classroom
working in this way will allow for a safe and fun environment for all to thrive
in.
Additionally, there is the “Job Chart”,
which is on a weekly rotation and allows for students to act independently in
roles that help everyone in the classroom. They take pride in what they are
supposed to do, which means that prompting to complete the job is rarely needed,
they know what they are supposed to do, when they are supposed to do it, and
experience independent success while working within a community- an integral
piece of helping children to grow into positively contributing member of
society.
One more thing that I find very helpful: on the wall is a “Mood Meter”. It is divided into quadrants, and
is filled with descriptive words. Sometimes it is used as a conversation
starter, or sometimes it is used for writing in the students’ journals. This diagram helps
students identify their emotions and increases their vocabulary (they also have
a journal in which they use these feelings, or others, to write about what they
are experiencing, emotionally). Most importantly, if a child can accurately
identify what they’re
feeling, then problem resolution becomes much easier.
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