Referencing Click on the highlighted links in the text for commentary. Education means considerably more than just teaching a student to read, write, and manipulate numbers. Computers, the Internet, and advanced electronic devices are becoming essential in everyday life and have changed the way information is gathered.
Dru Tomlin Don't let anyone fool you. Don't let anyone tell you differently. To create an "inviting, safe, inclusive, and supportive" environment for students, desks matter.
I know this fact firsthand, because one day at school could have gone very badly if it weren't for the desk arrangement in my classroom. In fact, one singular moment for me and an eighth grader named Tim could have gone horribly wrong if I had chosen a different way to set up my desks.
The head counselor had warned me about Tim the day before he arrived. It was already the middle of the first week of school when she told me, "Now, Dru, Tim is a strong-willed student and he may be a little tough, but I've gotten good reports from the reform school.
I put my hand over the folder with some trepidation, wanting to look inside this archive—this embattled history—to read about Tim and prepare myself for his arrival. But as the cold fluorescent lights buzzed above us and mingled with a growing chorus of student voices, I looked at the contents in the folder and knew there was more to Tim.
I knew Tim was going to be the kid who walked in my eighth grade English Language Arts classroom door.
Sure, I was a little fearful. I was a relatively new teacher, and I didn't want to let anybody down. But as I thought about Tim, I thought that maybe he was going to be nervous, too.
He was the one who was going to walk into a brand new classroom. He was the one who was going to carry years of bruised history like baggage before his peers—kids who had heard the truth and the rumors about him. He definitely needed a classroom environment where he could start writing a new story for himself.
Fortunately, my desks and I were ready. On the morning of Tim's first day, I was running a Writer's Workshop when he walked in. We were all seated in a large circle--no rows, chevron patterns, triads, or quad groups—as he sauntered in wearing a faded yellow t-shirt that had "NO FEAR" splashed in black letters across the front.
Immediately, his eyes stared from beneath the brim of his baseball hat, and I could tell that he wasn't quite sure where to go or, in fact, where I was. So from a student desk, I raised my hand and beckoned him over.
When he finally sat down with me, I said, "Tim?
How're you doing this morning? I also added that I was going to talk to him about a meaningful time in his life, and as his writing partner, I was going to share something meaningful with him about my life.
While the rest of my students interviewed each other, I asked him some questions, he talked, and I wrote down his story. The tough, "NO FEAR" exterior started to dissolve around the narrative he wove about being at his uncle's farm over the summer where he helped deliver a calf in the morning light of the barn—as we sat in the inviting, safe, inclusive and supportive workshop circle.
Working and writing with Tim was one of my earliest lessons on the importance of physical classroom structure. At the beginning of every school year afterwards, I recalled that moment and considered the environmental decisions that would build relationships and engage students in my classroom and across my team.
When I would change desk arrangements, for instance, I would sit in those desks to see what they would see, imagine how they would feel, and get a sense of distractions they may encounter.
In terms of what I would put up on the walls and on the boards and how I would arrange my desks, I also asked myself and answered the following questions: What information do my students need to know every day?
This is not only necessary for students, but also for teachers. What inspiration do my students need every day? What education artifacts and actions do they need every day?
How do I need to structure desks and for what activities? This desk structure provides teacher controland lets you put certain kids up front; however, it complicates teachers and students getting in and out of rows, and separation can inhibit student-teacher relationship-building.
Reaching and teaching young adolescents in the middle level involves a constantly evolving recipe with a lot of ingredients. Through the workshop method, a conversation about a calf with an eighth grader named Tim, and empathetic reflection, I learned that the ingredient of classroom structure has the potential to serve up a warm, inviting, safe, and secure environment every time.
More on these topics.Essay papers are difficult enough to write without having to worry about the visual formatting of the draft.
However, in many cases the appearance does make a difference. Whether for school or work, the right look can make your essay more professional.
Now What to Look for in a Classroom brings together his most popular articles from Educational Leadership, Phi Delta Kappan, and Education Week--and also from The Atlantic Monthly, the Boston Globe, and other schwenkreis.coms: 1. Classroom of Choice.
by Jonathan C. Erwin. Table of Contents. Chapter 4. Power in the Classroom: Creating the Environment. In his address at the University of California at Berkeley, President John F.
Kennedy stated, “In this time of turbulence and change, it . Google Classroom - Sign in - Google Accounts. Classroom discipline is something that all teachers have in their classroom, regardless of what age, gender, race, intellectual ability, handicaps, and other aspects that their students have.
The topic of classroom management is important in education because it affects all classroom teachers. Books Advanced Search Today's Deals New Releases Best Sellers The Globe & Mail Best Sellers New York Times Best Sellers Best Books of the Month Children's Books Textbooks Kindle Books Livres en français AdvancedReviews: 5.