Physical Environment 2
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Transcript of Physical Environment 2
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Managing the Physical
Environment of the
Classroom
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A Bare Room Is Like a
Boring Teacher. Both Lack
the Pizzazz Which Is the Soul
of Teaching.
-Kathy Paterson
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Basic Point
The physical environment canand should be organized so as
to further the instructionalprogram.
(C.M.Charles & G. Senter,2002).
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As You Consider The Activities,
How Can You Organize Your
Classroom?
Materials &
Resources
How can myroom best serve
the needs of mySs ?
How can my roomprovide areas for my
Ss to experience andparticipate indevelopmentallyappropriate activities ?
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Each Type of Activity Calls for Its
Own Space, Seating, Movement,
Materials and Interaction.
The classroom
can be made toaccommodateand to further a
variety ofeducationalactivities
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Math & Language~Social Studies
may require Ssto work at theirseats with
furnishedmaterials, atleast part of the
time, with littleto nomovement
about the room.
may call foractive
collaborativework in
construction,
drawing, or
discussion.
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SCIENCE & ART
These subjectsrequire special
workplaces andmaterials.
Ss, especially
your kinestheticlearners, needroom to work
on their feet.
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Dance, Music , and Drama
Ss need lots.
of open space.
for movement
and
exploration.
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A Fundamental Important
Fact:
The room should be set up
for the teachers pleasure,
as well.
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Teachers are different and
possess different styles.
Most teachers
benefit from
being allowedto use their
talents to theirfullest.
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Six Facets of the Physical
Environment
1) Floor space
2) wall space
3) countertopspace
4) Shelf space
5) cupboard and
closet space
6) ambience
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1. Floor Space
One of the first things a teacher must do is
to decide how to position for the various
activities that engage Ss in individual and
group (small and large ) groups.
A) Seating
B) Modular cluster seating
C) Work and activity areas.
D) Traffic patterns
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WALL SPACE
Chalkboards and white boards remain two
of the most valuable teaching tools as they
are routinely used to post daily information,
assignments, math problems, and
vocabulary words.
Share with a partner: How many other ways
are these tools used?
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Bulletin Boards
tend to be used for decoration, but, need tobe used for instruction as recommendedby C.M. Charles & G. Senter.
are more valuable than mere decoration.
Need to be used for :
1. Displays such as puzzles.
2 Clippings; Magazine &newspaper.
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Bulletin Boards
3. Problem solving activities.
4. Interactive and Creative Ideas
to stimulate writing and debate.
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Bulleting Boards are excellent
places for :
Display ofstudent work
Art prints,maps, charts,
graphicmodels, andother such
materials
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3.Counter Space
If they are near agood source ofnatural light,
countertops aregreat for a varietyof science
activities,especially thoseinvolving living
plants.
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4. Shelf Space If you do not have
enough shelf spacein your classroom,you can add
inexpensively bystacking pineplanking on paintedconcrete blocks.
TEXTBOOKS: canbe kept on shelvesand distribute them
to Ss when needed.
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5. Cupboards and Closet SpaceUseful places to
keeping supplies inone place, for easy
availability.List with a small
group of 4-5 , onposter paper, all thesupplies, materialsand equipment thatcan be stored in
these locations.
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AmbienceRefers to:The totality of
intangible impressions
that pervade the
physical classroom
an atmosphere that at
its best conveys
excitement, aesthetics,
comfort, security, and
pleasure.
(Charles,C.M. &
Sentor,G. 2002).
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Mass of Confusion?In any case, the physical
environment should always be kept
clean and in good order.
To the extent that the Ss maturity
allows, Ss should be given themajor responsibility.
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ORDERLY Vs. Confusionin taking care of the classroomand the materials it contains.
Importantly, as the Ss keep thingsorderly and clean, they build soundvalues of aesthetics, ecology, and
responsibility.
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Teachers who succeed in making their
classrooms enjoyable places in which
to work and learn, leave positive
impressions.