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- Sejarah
Managing Time and Classroom SpaceSE
Managing Time and Classroom Space
SECTION ONE
The efficient use of time is an important variable in helping students achieve learning
goals and making the classroom a pleasant place for teachers and students.
Unfortunately, how you spend your time is all too often determined by state or
district mandates, school policy, and rigid daily school schedules. Instructional
strategies must be planned to fit into fixed time frames, where it is the clock—and
not your assessment of whether students need more time on a topic—that dictates
the beginning and end of a lesson.
The present emphasis on standards and high-stakes assessment also affects how
time is allocated in the school day. Most standards-based curricula are rigorous
courses of study that, in most instances, specify achievement of many more objectives
than can be taught to an appropriate depth. This results in teachers spending
their days reviewing material that students have not yet fully mastered while
simultaneously being pressured to move on to other objectives. Many students are
not even ready for the mandated grade-level curriculum when they enter the classroom,
so instructional time has to be stretched like a rubber band to teach all students
so that they can be successful on the high-stakes test. Other variables that
affect your use of time include noninstructional routine procedures, transitions
between activities or classes, and schoolwide interruptions. But time is not the
only issue; classroom space affects your instructional program directly as well.
Teachers try to make every inch of classroom space count in order to have a rich
and inviting classroom environment because they know that the richness of students’
experiences are enhanced or diminished by their surroundings. The organization
of space also affects the way students behave and move around the
classroom, as well as how much attention they pay to instruction.
A high-quality instructional program, then, requires efficient use of time and
space. It necessitates a classroom rich in accessible, well-organized materials and
inviting spaces where students can work alone, in groups, and with you.
The purpose of Chapter 1–4 is to present strategies and techniques to help you
ensure that your students spend most of their class time engaged in learning and
that your classroom space is used as efficiently as possible. You rarely have the
opportunity to make more time for learning or to stretch the walls for more classroom
space. But teachers have always demonstrated that they are remarkably creative
at making good use of whatever resources they have, and it is the goal of this
section to help you do that.
—Joyce McLeod
3
5
1
We never educate directly, but indirectly by means of the
environment.
—John Dewey (1944)
Setting Up the Classroom
This is a new year and a new beginning. Whether you are returning to a school in
which you are a veteran teacher, beginning your career as a new teacher, or a veteran
teacher teaching in a new building, setting up your classroom space is the
first assignment of a new school year. The way you set up your classroom largely
determines the experiences you and your students share.
Deciding what type of seating arrangement you want depends upon the type of
furniture you have, the space in your classroom, and your style of teaching. Other
important decisions include determining the types of spaces you need for group
and ongoing activities, individual workspaces, and permanent storage of materials
and records. Your classroom’s visual appearance depends on what you do with bulletin
boards, chalkboards, other wall spaces, and even the door to your classroom.
Visitors form their first impressions of you and your classroom climate by observing
the displays and the classroom arrangement.
Another important consideration is establishing traffic patterns to make movement
in, out, and around your classroom efficient. Safety regulations and fire codes
require that exits not be blocked and traffic patterns be established for emergency
exit. In this chapter we examine the factors that facilitate the creation of a pleasing
and efficient learning environment.
Taking Inventory
What furniture and equipment do you have and what do you need? Hopefully, you
have your class list so you know how many students are starting the year with you
and what subjects you are teaching. Make a written inventory of the furniture and
equipment you have. Use a form, such as the one in Figure 1.1, to record your
inventory.
Arranging Student Seating
Because you usually don’t know your students at the beginning of the year, it is
difficult to assign seats before the first few weeks of school; however, it is important
to place the furniture in configurations that work with your teaching style and
available space. If you know that your class includes students with disabilities,
such as those with poor vision, hearing impairment, or who need wheelchairs or
other assistive devices, consider the accommodations you need to make in your
classroom arrangement when you begin your planning. Here are some key ideas to
keep in mind:
• Accommodate the type of instruction and activities you use most often
• Be flexible so that students can easily and quickly rearrange furniture
to accommodate a special activity
• Allow space for student movement, storage, and equipment setups
• Encourage movement and flexibility
• Provide a maximum amount of personal space for each student
Teachers are well aware of the problems caused when too many students are
housed in too small a space. Research done many years ago on classroom density
clearly shows that crowded classrooms affect students’ attitudes and conduct by
6 The Key Elements of Classroom Management
Figure 1.1
Furniture and Equipment Inventory
Type of Furniture or Equipment Number on Hand Number Needed
Desks
Chairs
increasing dissatisfaction and aggression and decreasing attentiveness (Weinstein,
1979). However, the research emphasis in recent years has shifted to the effect of
class size on student achievement, rather than the effect of classroom density on
both achievement and behavior. This research has yielded mixed results, with no
definitive answer as to the effect of smaller class sizes on student achievement and
behavior. Perhaps more research attention should be given to the issue of classroom
density to determine the effect of the space available on each student’s
achievement and behavior.
In the traditional arrangement of students in rows of desks and chairs, students
in the front and center are more likely to participate and be called on by the
teacher. Therefore, well-planned seating arrangements and placement of students
who need help maintaining their focus in the front and center of the seating
arrangement encourage these students to pay attention and participate (Edwards,
1993).
In planning your classroom arrangement, consider grouping students into sections
with walkways from the back to the front and side-to-side between the rows.
This allows you to move easily around in the classroom, check students’ progress,
and send the subtle message that students should stay on task. This type of
arrangement can be quickly rearranged so that students can work together in small
groups. Figures 1.2, 1.3, and 1.4 show possible arrangements for primary
(preK–2), elementary (grades 3–6), middle, and high school classrooms.
Setting Up the Classroom 7
Requisitioning new furniture
or equipment is
much easier if you have
an inventory of what
you presently have to
use as a rationale for
your needs.
Figure 1.2
Primary Grades Classroom Arrangement
Teacher´s
Desk
Reading Corner
Small
Group
Table
Bookcases/Storage Bins
Door Chalkboard
Carpeted Area
Center Stations
8 The Key Elements of Classroom Management
Figure 1.3
Upper Elementary Grades Classroom Arrangement
Figure 1.4
Middle and High School Classroom Arrangement
Teacher´s
Desk
Door Chalkboard
Learning
Center
Learning
Center
Bookcase
Storage Cabinets Pencil
Sharpener
Basket for
Turning in
Work
Small
Group
Table
Storage
Bookcase Bookcase
Interest
Center
Teacher´s
Desk
Research
Center
Door Chalkboard
Pencil
Sharpener
Basket for
Turning in
Work
aisle aisle
Another major consideration in arranging student seating is the area of each student’s
personal space. The dimensions of the room, the number of students, and
the necessary work and storage areas determine this.
Consider the time students spend sitting in their assigned seats versus the time
they spend in various other areas of the classroom to determine whether you
should scale back the space for some special areas to provide each student more
personal space.
Placing Your Desk
Now that you have arranged student seating, think about placement of your desk.
The following considerations may help you:
• Placing your desk in the back of the classroom promotes a studentcentered
environment and provides workspace for you while allowing
you to keep an eye on your students. Students can talk with you without
being observed by others.
• Placing your desk in the front of the classroom promotes a teacherdirected
environment and allows you to see most areas of the classroom
and monitor students at work. It does not, however, allow for
private conferences with individual students.
• Placing your desk in the center of the student seating arrangement promotes
a teacher-facilitated environment. Students have easy access to
your desk, but private conversations are not possible.
• Placing your desk off to the side of the classroom sends a message that
your desk is your personal workspace. Private conversations are possible
in this arrangement.
The placement of your desk also depends on the subjects you teach, the age of
the students, and the available space. In middle and high school classrooms, teachers
may place their desks off to the side in the front of the room. The desk may be
grouped with file cabinets and storage cabinets to provide easy access to materials
from the
SECTION ONE
The efficient use of time is an important variable in helping students achieve learning
goals and making the classroom a pleasant place for teachers and students.
Unfortunately, how you spend your time is all too often determined by state or
district mandates, school policy, and rigid daily school schedules. Instructional
strategies must be planned to fit into fixed time frames, where it is the clock—and
not your assessment of whether students need more time on a topic—that dictates
the beginning and end of a lesson.
The present emphasis on standards and high-stakes assessment also affects how
time is allocated in the school day. Most standards-based curricula are rigorous
courses of study that, in most instances, specify achievement of many more objectives
than can be taught to an appropriate depth. This results in teachers spending
their days reviewing material that students have not yet fully mastered while
simultaneously being pressured to move on to other objectives. Many students are
not even ready for the mandated grade-level curriculum when they enter the classroom,
so instructional time has to be stretched like a rubber band to teach all students
so that they can be successful on the high-stakes test. Other variables that
affect your use of time include noninstructional routine procedures, transitions
between activities or classes, and schoolwide interruptions. But time is not the
only issue; classroom space affects your instructional program directly as well.
Teachers try to make every inch of classroom space count in order to have a rich
and inviting classroom environment because they know that the richness of students’
experiences are enhanced or diminished by their surroundings. The organization
of space also affects the way students behave and move around the
classroom, as well as how much attention they pay to instruction.
A high-quality instructional program, then, requires efficient use of time and
space. It necessitates a classroom rich in accessible, well-organized materials and
inviting spaces where students can work alone, in groups, and with you.
The purpose of Chapter 1–4 is to present strategies and techniques to help you
ensure that your students spend most of their class time engaged in learning and
that your classroom space is used as efficiently as possible. You rarely have the
opportunity to make more time for learning or to stretch the walls for more classroom
space. But teachers have always demonstrated that they are remarkably creative
at making good use of whatever resources they have, and it is the goal of this
section to help you do that.
—Joyce McLeod
3
5
1
We never educate directly, but indirectly by means of the
environment.
—John Dewey (1944)
Setting Up the Classroom
This is a new year and a new beginning. Whether you are returning to a school in
which you are a veteran teacher, beginning your career as a new teacher, or a veteran
teacher teaching in a new building, setting up your classroom space is the
first assignment of a new school year. The way you set up your classroom largely
determines the experiences you and your students share.
Deciding what type of seating arrangement you want depends upon the type of
furniture you have, the space in your classroom, and your style of teaching. Other
important decisions include determining the types of spaces you need for group
and ongoing activities, individual workspaces, and permanent storage of materials
and records. Your classroom’s visual appearance depends on what you do with bulletin
boards, chalkboards, other wall spaces, and even the door to your classroom.
Visitors form their first impressions of you and your classroom climate by observing
the displays and the classroom arrangement.
Another important consideration is establishing traffic patterns to make movement
in, out, and around your classroom efficient. Safety regulations and fire codes
require that exits not be blocked and traffic patterns be established for emergency
exit. In this chapter we examine the factors that facilitate the creation of a pleasing
and efficient learning environment.
Taking Inventory
What furniture and equipment do you have and what do you need? Hopefully, you
have your class list so you know how many students are starting the year with you
and what subjects you are teaching. Make a written inventory of the furniture and
equipment you have. Use a form, such as the one in Figure 1.1, to record your
inventory.
Arranging Student Seating
Because you usually don’t know your students at the beginning of the year, it is
difficult to assign seats before the first few weeks of school; however, it is important
to place the furniture in configurations that work with your teaching style and
available space. If you know that your class includes students with disabilities,
such as those with poor vision, hearing impairment, or who need wheelchairs or
other assistive devices, consider the accommodations you need to make in your
classroom arrangement when you begin your planning. Here are some key ideas to
keep in mind:
• Accommodate the type of instruction and activities you use most often
• Be flexible so that students can easily and quickly rearrange furniture
to accommodate a special activity
• Allow space for student movement, storage, and equipment setups
• Encourage movement and flexibility
• Provide a maximum amount of personal space for each student
Teachers are well aware of the problems caused when too many students are
housed in too small a space. Research done many years ago on classroom density
clearly shows that crowded classrooms affect students’ attitudes and conduct by
6 The Key Elements of Classroom Management
Figure 1.1
Furniture and Equipment Inventory
Type of Furniture or Equipment Number on Hand Number Needed
Desks
Chairs
increasing dissatisfaction and aggression and decreasing attentiveness (Weinstein,
1979). However, the research emphasis in recent years has shifted to the effect of
class size on student achievement, rather than the effect of classroom density on
both achievement and behavior. This research has yielded mixed results, with no
definitive answer as to the effect of smaller class sizes on student achievement and
behavior. Perhaps more research attention should be given to the issue of classroom
density to determine the effect of the space available on each student’s
achievement and behavior.
In the traditional arrangement of students in rows of desks and chairs, students
in the front and center are more likely to participate and be called on by the
teacher. Therefore, well-planned seating arrangements and placement of students
who need help maintaining their focus in the front and center of the seating
arrangement encourage these students to pay attention and participate (Edwards,
1993).
In planning your classroom arrangement, consider grouping students into sections
with walkways from the back to the front and side-to-side between the rows.
This allows you to move easily around in the classroom, check students’ progress,
and send the subtle message that students should stay on task. This type of
arrangement can be quickly rearranged so that students can work together in small
groups. Figures 1.2, 1.3, and 1.4 show possible arrangements for primary
(preK–2), elementary (grades 3–6), middle, and high school classrooms.
Setting Up the Classroom 7
Requisitioning new furniture
or equipment is
much easier if you have
an inventory of what
you presently have to
use as a rationale for
your needs.
Figure 1.2
Primary Grades Classroom Arrangement
Teacher´s
Desk
Reading Corner
Small
Group
Table
Bookcases/Storage Bins
Door Chalkboard
Carpeted Area
Center Stations
8 The Key Elements of Classroom Management
Figure 1.3
Upper Elementary Grades Classroom Arrangement
Figure 1.4
Middle and High School Classroom Arrangement
Teacher´s
Desk
Door Chalkboard
Learning
Center
Learning
Center
Bookcase
Storage Cabinets Pencil
Sharpener
Basket for
Turning in
Work
Small
Group
Table
Storage
Bookcase Bookcase
Interest
Center
Teacher´s
Desk
Research
Center
Door Chalkboard
Pencil
Sharpener
Basket for
Turning in
Work
aisle aisle
Another major consideration in arranging student seating is the area of each student’s
personal space. The dimensions of the room, the number of students, and
the necessary work and storage areas determine this.
Consider the time students spend sitting in their assigned seats versus the time
they spend in various other areas of the classroom to determine whether you
should scale back the space for some special areas to provide each student more
personal space.
Placing Your Desk
Now that you have arranged student seating, think about placement of your desk.
The following considerations may help you:
• Placing your desk in the back of the classroom promotes a studentcentered
environment and provides workspace for you while allowing
you to keep an eye on your students. Students can talk with you without
being observed by others.
• Placing your desk in the front of the classroom promotes a teacherdirected
environment and allows you to see most areas of the classroom
and monitor students at work. It does not, however, allow for
private conferences with individual students.
• Placing your desk in the center of the student seating arrangement promotes
a teacher-facilitated environment. Students have easy access to
your desk, but private conversations are not possible.
• Placing your desk off to the side of the classroom sends a message that
your desk is your personal workspace. Private conversations are possible
in this arrangement.
The placement of your desk also depends on the subjects you teach, the age of
the students, and the available space. In middle and high school classrooms, teachers
may place their desks off to the side in the front of the room. The desk may be
grouped with file cabinets and storage cabinets to provide easy access to materials
from the
0/5000
Mengelola ruang kelas dan waktu
satu bagian
efisien penggunaan waktu merupakan variable penting dalam membantu siswa mencapai belajar
tujuan dan membuat ruang kelas tempat yang menyenangkan untuk guru dan siswa.
Sayangnya, bagaimana Anda menghabiskan waktu Anda terlalu sering ditentukan oleh negara atau
distrik mandat, kebijakan sekolah dan jadwal sekolah harian kaku. Instruksional
strategi harus direncanakan untuk masuk ke dalam kerangka waktu tetap, dimana itu adalah jam — dan
tidak penilaian Anda Apakah siswa membutuhkan lebih banyak waktu pada topik — yang mendikte
awal dan akhir dari pelajaran.
hadir penekanan pada penilaian standar dan taruhan tinggi juga mempengaruhi bagaimana
waktu yang dialokasikan di hari sekolah. Kebanyakan kurikulum berbasis standar ketat
program studi itu, dalam kebanyakan kasus, menentukan pencapaian tujuan lebih banyak
daripada dapat diajarkan kepada kedalaman yang sesuai. Hal ini mengakibatkan guru pengeluaran
hari-hari mereka meninjau materi yang siswa belum belum sepenuhnya menguasai sementara
secara bersamaan sedang tertekan untuk beralih ke tujuan lainnya. Banyak mahasiswa yang
tidak bahkan siap untuk kurikulum tingkat kelas perintah ketika mereka memasuki kelas,
Jadi waktu pengajaran harus ditarik seperti karet untuk mengajar semua siswa
sehingga mereka dapat berhasil dalam taruhan tinggi tes. Variabel lain yang
mempengaruhi penggunaan waktu menyertakan noninstructional prosedur rutin, transisi
antara aktivitas atau kelas, dan gangguan schoolwide. Tapi waktu tidak
hanya masalah; ruang kelas mempengaruhi program instruksional Anda secara langsung sebagai juga.
guru mencoba untuk membuat setiap inci ruang kelas hitungan agar kaya
dan mengundang lingkungan kelas karena mereka tahu bahwa kekayaan siswa
pengalaman ditingkatkan atau berkurang dengan lingkungannya. Organisasi
ruang juga mempengaruhi cara mahasiswa berperilaku dan bergerak di sekitar
kelas, serta perhatian berapa banyak mereka membayar untuk instruksi.
program pengajaran berkualitas tinggi, kemudian, memerlukan efisien penggunaan waktu dan
ruang. Itu memerlukan kelas kaya bahan-bahan yang dapat diakses, terorganisir dengan baik dan
mengundang ruang dimana siswa dapat bekerja sendiri, dalam kelompok, dan dengan Anda.
tujuan dari bab oleh 1-4 adalah untuk menyajikan strategi dan teknik untuk membantu Anda
memastikan bahwa siswa Anda menghabiskan sebagian besar waktu kelas mereka terlibat dalam pembelajaran dan
bahwa ruang kelas Anda digunakan sebagai seefisien mungkin. Anda jarang memiliki
kesempatan untuk membuat lebih banyak waktu untuk belajar atau untuk meregangkan dinding untuk lebih kelas
ruang. Tetapi guru selalu menunjukkan bahwa mereka sangat kreatif
membuat baik penggunaan apa pun sumber daya yang mereka miliki, dan itu adalah tujuan dari ini
bagian untuk membantu Anda melakukannya.
— Joyce McLeod
3
5
1
kita pernah mendidik langsung, tetapi secara tidak langsung melalui
lingkungan.
— John Dewey (1944)
Setting Up the Classroom
ini adalah tahun baru dan awal yang baru. Apakah Anda akan kembali ke sekolah di
yang Anda seorang veteran guru, memulai karir Anda sebagai seorang guru yang baru, atau seorang veteran
guru mengajar di sebuah bangunan baru, Setting up ruang kelas Anda
tugas pertama dari tahun ajaran baru. Cara Anda mengatur kelas Anda sebagian besar
menentukan pengalaman Anda dan berbagi siswa Anda.
memutuskan apa jenis pengaturan tempat duduk Anda inginkan tergantung pada jenis
furniture yang Anda miliki, ruang di kelas, dan gaya Anda mengajar. Lain
penting keputusan termasuk menentukan jenis-jenis ruang yang Anda butuhkan untuk kelompok
dan kegiatan yang sedang berjalan, ruang kerja individu, dan penyimpanan permanen bahan
dan catatan. Tampilan visual kelas Anda tergantung pada apa yang Anda lakukan dengan buletin
papan, papan tulis, Ruang dinding lainnya, dan bahkan pintu untuk kelas Anda.
Pengunjung membentuk kesan pertama mereka dari Anda dan iklim kelas Anda dengan mengamati
pajangan dan pengaturan kelas.
pertimbangan penting lainnya adalah membangun pola lalu lintas untuk membuat gerakan
di, keluar, dan di sekitar kelas Anda efisien. Kode peraturan dan api keselamatan
mengharuskan keluar tidak akan diblokir dan pola lalu lintas ditetapkan untuk darurat
keluar. Dalam bab ini kita mengkaji faktor-faktor yang memfasilitasi penciptaan menyenangkan
dan efisien belajar lingkungan.
mengambil persediaan
apa perabot dan peralatan yang Anda miliki dan apa yang Anda butuhkan? Mudah-mudahan, Anda
memiliki daftar kelas Anda sehingga Anda tahu berapa banyak siswa mulai tahun dengan Anda
dan apa mata pelajaran Anda mengajar. Membuat inventarisasi furnitur tertulis dan
peralatan yang Anda miliki. Menggunakan formulir, seperti yang ada di gambar 1.1, untuk merekam Anda
persediaan.
mengatur tempat duduk siswa
karena Anda biasanya tidak tahu siswa Anda pada awal tahun,
sulit untuk menetapkan kursi sebelum beberapa minggu pertama sekolah; Namun, sangat penting
untuk menempatkan perabot dalam konfigurasi yang bekerja dengan gaya mengajar Anda dan
ruang yang tersedia. Jika Anda tahu bahwa kelas Anda termasuk siswa dengan Cacat,
seperti orang-orang dengan penglihatan, gangguan pendengaran atau yang membutuhkan kursi roda atau
perangkat bantu, mempertimbangkan akomodasi yang Anda butuhkan untuk membuat dalam Anda
pengelolaan kelas ketika Anda mulai perencanaan Anda. Berikut adalah beberapa ide kunci untuk
diingat:
• mengakomodasi jenis instruksi dan kegiatan yang paling sering Anda gunakan
• Menjadi fleksibel sehingga siswa dapat dengan mudah dan cepat mengatur ulang perabot
untuk mengakomodasi aktivitas khusus
• memungkinkan ruang untuk mahasiswa setup gerakan, Penyimpanan, dan peralatan
• mendorong gerakan dan fleksibilitas
• menyediakan maksimum jumlah ruang pribadi untuk setiap siswa
guru sangat menyadari masalah yang disebabkan ketika terlalu banyak siswa
bertempat di ruang yang terlalu kecil. Penelitian yang dilakukan bertahun-tahun yang lalu pada kelas kepadatan
jelas menunjukkan bahwa ramai kelas mempengaruhi sikap siswa dan melakukan dengan
6 The kunci elemen dari pengelolaan kelas
mencari 1.1
perabot dan persediaan peralatan
jenis furnitur atau peralatan nomor pada tangan nomor diperlukan
meja
kursi
meningkatkan ketidakpuasan dan agresi dan mengurangi perhatian (Weinstein,
1979). Namun, penekanan penelitian dalam beberapa tahun terakhir telah bergeser kepada efek
ukuran pada prestasi siswa, bukan efek kepadatan kelas kelas pada
prestasi dan perilaku. Penelitian ini telah menghasilkan hasil yang beragam, tanpa
jawaban definitif untuk efek ukuran kelas yang lebih kecil pada prestasi siswa dan
perilaku. Mungkin lebih banyak penelitian perhatian harus diberikan kepada masalah kelas
kepadatan untuk menentukan efek ruang yang tersedia pada setiap siswa
prestasi dan perilaku
dalam pengaturan tradisional siswa di baris meja dan kursi, siswa
di depan dan pusat lebih mungkin untuk berpartisipasi dan menyerukan
guru. Oleh karena itu, terencana dan penempatan siswa
yang membutuhkan bantuan mempertahankan fokus mereka di depan dan pusat tempat duduk
pengaturan mendorong para mahasiswa untuk membayar perhatian dan berpartisipasi (Edwards,
1993).
dalam perencanaan pengelolaan kelas Anda, pertimbangkan pengelompokan siswa menjadi bagian
dengan jalan setapak dari kembali ke depan dan sisi-sisi antara baris.
ini memungkinkan Anda untuk bergerak dengan mudah sekitar di dalam kelas, memeriksa kemajuan siswa,
dan mengirim pesan yang halus bahwa siswa harus tetap pada tugas. Jenis
pengaturan dapat dengan cepat disusun kembali sehingga siswa dapat bekerja sama dalam kecil
kelompok. Angka 1.2, 1.3 dan 1.4 menunjukkan kemungkinan pengaturan untuk primary
(preK–2), SD (kelas 3–6), menengah, dan SMA kelas.
Setting Up the kelas 7
Requisitioning perabotan baru
atau peralatan
jauh lebih mudah jika Anda memiliki
inventarisasi apa
Anda saat ini harus
digunakan sebagai alasan untuk
kebutuhan Anda.
mencari 1.2
pengelolaan kelas kelas utama
Teacher´s
meja
sudut baca
kecil
grup
tabel
rak buku penyimpanan sampah
papan tulis pintu
daerah berkarpet
Stasiun Pusat
8 The kunci elemen dari pengelolaan kelas
mencari 1.3
atas dasar kelas pengelolaan kelas
angka 1.4
Tengah dan pengelolaan kelas sekolah tinggi
Teacher´s
meja
pintu papan tulis
belajar
pusat
belajar
pusat
Bookcase
penyimpanan lemari pensil
rautan
keranjang untuk
berputar di
kerja
kecil
grup
tabel
penyimpanan
rak buku rak buku
bunga
pusat
Teacher´s
meja
penelitian
Pusat
pintu papan tulis
pensil
rautan
keranjang untuk
berputar di
kerja
lorong lorong
Pertimbangan utama lain di tempat duduk siswa yang mengatur adalah daerah masing-masing siswa
ruang pribadi. Dimensi ruang, jumlah mahasiswa, dan
daerah kerja dan penyimpanan perlu menentukan ini.
mempertimbangkan waktu siswa menghabiskan duduk di kursi mereka ditugaskan versus waktu
mereka menghabiskan di berbagai bidang lainnya dalam kelas untuk menentukan apakah Anda
harus skala kembali ruang untuk beberapa daerah khusus untuk memberikan setiap siswa lebih
pribadi ruang.
menempatkan meja Anda
sekarang bahwa Anda telah mengatur tempat duduk siswa, berpikir tentang penempatan meja Anda.
pertimbangan dapat membantu Anda:
• menempatkan meja Anda di bagian belakang ruang kelas mempromosikan studentcentered
lingkungan dan menyediakan ruang kerja untuk Anda sementara memungkinkan
Anda untuk mengawasi siswa Anda. Siswa dapat berbicara dengan Anda tanpa
sedang diamati oleh orang lain.
• menempatkan meja Anda di depan kelas mempromosikan teacherdirected
lingkungan dan memungkinkan Anda untuk melihat sebagian besar kelas wilayah
dan memantau siswa di tempat kerja. Tidak, bagaimanapun, memungkinkan untuk
pribadi konferensi dengan siswa individu.
• Menempatkan meja Anda di pusat pengaturan tempat duduk siswa mempromosikan
lingkungan yang difasilitasi guru. Siswa memiliki akses mudah ke
meja Anda, tapi percakapan pribadi yang tidak mungkin.
• menempatkan meja Anda pergi ke sisi kelas mengirim pesan yang
meja Anda adalah kerja pribadi Anda. Percakapan pribadi mungkin
dalam susunan ini.
Penempatan meja Anda juga tergantung pada subjek Anda mengajar, usia
siswa, dan ruang yang tersedia. Di tengah dan SMA kelas, guru
dapat menempatkan meja mereka pergi ke sisi depan kamar. Meja mungkin
dikelompokkan dengan lemari arsip dan lemari penyimpanan untuk menyediakan akses mudah untuk bahan
dari
satu bagian
efisien penggunaan waktu merupakan variable penting dalam membantu siswa mencapai belajar
tujuan dan membuat ruang kelas tempat yang menyenangkan untuk guru dan siswa.
Sayangnya, bagaimana Anda menghabiskan waktu Anda terlalu sering ditentukan oleh negara atau
distrik mandat, kebijakan sekolah dan jadwal sekolah harian kaku. Instruksional
strategi harus direncanakan untuk masuk ke dalam kerangka waktu tetap, dimana itu adalah jam — dan
tidak penilaian Anda Apakah siswa membutuhkan lebih banyak waktu pada topik — yang mendikte
awal dan akhir dari pelajaran.
hadir penekanan pada penilaian standar dan taruhan tinggi juga mempengaruhi bagaimana
waktu yang dialokasikan di hari sekolah. Kebanyakan kurikulum berbasis standar ketat
program studi itu, dalam kebanyakan kasus, menentukan pencapaian tujuan lebih banyak
daripada dapat diajarkan kepada kedalaman yang sesuai. Hal ini mengakibatkan guru pengeluaran
hari-hari mereka meninjau materi yang siswa belum belum sepenuhnya menguasai sementara
secara bersamaan sedang tertekan untuk beralih ke tujuan lainnya. Banyak mahasiswa yang
tidak bahkan siap untuk kurikulum tingkat kelas perintah ketika mereka memasuki kelas,
Jadi waktu pengajaran harus ditarik seperti karet untuk mengajar semua siswa
sehingga mereka dapat berhasil dalam taruhan tinggi tes. Variabel lain yang
mempengaruhi penggunaan waktu menyertakan noninstructional prosedur rutin, transisi
antara aktivitas atau kelas, dan gangguan schoolwide. Tapi waktu tidak
hanya masalah; ruang kelas mempengaruhi program instruksional Anda secara langsung sebagai juga.
guru mencoba untuk membuat setiap inci ruang kelas hitungan agar kaya
dan mengundang lingkungan kelas karena mereka tahu bahwa kekayaan siswa
pengalaman ditingkatkan atau berkurang dengan lingkungannya. Organisasi
ruang juga mempengaruhi cara mahasiswa berperilaku dan bergerak di sekitar
kelas, serta perhatian berapa banyak mereka membayar untuk instruksi.
program pengajaran berkualitas tinggi, kemudian, memerlukan efisien penggunaan waktu dan
ruang. Itu memerlukan kelas kaya bahan-bahan yang dapat diakses, terorganisir dengan baik dan
mengundang ruang dimana siswa dapat bekerja sendiri, dalam kelompok, dan dengan Anda.
tujuan dari bab oleh 1-4 adalah untuk menyajikan strategi dan teknik untuk membantu Anda
memastikan bahwa siswa Anda menghabiskan sebagian besar waktu kelas mereka terlibat dalam pembelajaran dan
bahwa ruang kelas Anda digunakan sebagai seefisien mungkin. Anda jarang memiliki
kesempatan untuk membuat lebih banyak waktu untuk belajar atau untuk meregangkan dinding untuk lebih kelas
ruang. Tetapi guru selalu menunjukkan bahwa mereka sangat kreatif
membuat baik penggunaan apa pun sumber daya yang mereka miliki, dan itu adalah tujuan dari ini
bagian untuk membantu Anda melakukannya.
— Joyce McLeod
3
5
1
kita pernah mendidik langsung, tetapi secara tidak langsung melalui
lingkungan.
— John Dewey (1944)
Setting Up the Classroom
ini adalah tahun baru dan awal yang baru. Apakah Anda akan kembali ke sekolah di
yang Anda seorang veteran guru, memulai karir Anda sebagai seorang guru yang baru, atau seorang veteran
guru mengajar di sebuah bangunan baru, Setting up ruang kelas Anda
tugas pertama dari tahun ajaran baru. Cara Anda mengatur kelas Anda sebagian besar
menentukan pengalaman Anda dan berbagi siswa Anda.
memutuskan apa jenis pengaturan tempat duduk Anda inginkan tergantung pada jenis
furniture yang Anda miliki, ruang di kelas, dan gaya Anda mengajar. Lain
penting keputusan termasuk menentukan jenis-jenis ruang yang Anda butuhkan untuk kelompok
dan kegiatan yang sedang berjalan, ruang kerja individu, dan penyimpanan permanen bahan
dan catatan. Tampilan visual kelas Anda tergantung pada apa yang Anda lakukan dengan buletin
papan, papan tulis, Ruang dinding lainnya, dan bahkan pintu untuk kelas Anda.
Pengunjung membentuk kesan pertama mereka dari Anda dan iklim kelas Anda dengan mengamati
pajangan dan pengaturan kelas.
pertimbangan penting lainnya adalah membangun pola lalu lintas untuk membuat gerakan
di, keluar, dan di sekitar kelas Anda efisien. Kode peraturan dan api keselamatan
mengharuskan keluar tidak akan diblokir dan pola lalu lintas ditetapkan untuk darurat
keluar. Dalam bab ini kita mengkaji faktor-faktor yang memfasilitasi penciptaan menyenangkan
dan efisien belajar lingkungan.
mengambil persediaan
apa perabot dan peralatan yang Anda miliki dan apa yang Anda butuhkan? Mudah-mudahan, Anda
memiliki daftar kelas Anda sehingga Anda tahu berapa banyak siswa mulai tahun dengan Anda
dan apa mata pelajaran Anda mengajar. Membuat inventarisasi furnitur tertulis dan
peralatan yang Anda miliki. Menggunakan formulir, seperti yang ada di gambar 1.1, untuk merekam Anda
persediaan.
mengatur tempat duduk siswa
karena Anda biasanya tidak tahu siswa Anda pada awal tahun,
sulit untuk menetapkan kursi sebelum beberapa minggu pertama sekolah; Namun, sangat penting
untuk menempatkan perabot dalam konfigurasi yang bekerja dengan gaya mengajar Anda dan
ruang yang tersedia. Jika Anda tahu bahwa kelas Anda termasuk siswa dengan Cacat,
seperti orang-orang dengan penglihatan, gangguan pendengaran atau yang membutuhkan kursi roda atau
perangkat bantu, mempertimbangkan akomodasi yang Anda butuhkan untuk membuat dalam Anda
pengelolaan kelas ketika Anda mulai perencanaan Anda. Berikut adalah beberapa ide kunci untuk
diingat:
• mengakomodasi jenis instruksi dan kegiatan yang paling sering Anda gunakan
• Menjadi fleksibel sehingga siswa dapat dengan mudah dan cepat mengatur ulang perabot
untuk mengakomodasi aktivitas khusus
• memungkinkan ruang untuk mahasiswa setup gerakan, Penyimpanan, dan peralatan
• mendorong gerakan dan fleksibilitas
• menyediakan maksimum jumlah ruang pribadi untuk setiap siswa
guru sangat menyadari masalah yang disebabkan ketika terlalu banyak siswa
bertempat di ruang yang terlalu kecil. Penelitian yang dilakukan bertahun-tahun yang lalu pada kelas kepadatan
jelas menunjukkan bahwa ramai kelas mempengaruhi sikap siswa dan melakukan dengan
6 The kunci elemen dari pengelolaan kelas
mencari 1.1
perabot dan persediaan peralatan
jenis furnitur atau peralatan nomor pada tangan nomor diperlukan
meja
kursi
meningkatkan ketidakpuasan dan agresi dan mengurangi perhatian (Weinstein,
1979). Namun, penekanan penelitian dalam beberapa tahun terakhir telah bergeser kepada efek
ukuran pada prestasi siswa, bukan efek kepadatan kelas kelas pada
prestasi dan perilaku. Penelitian ini telah menghasilkan hasil yang beragam, tanpa
jawaban definitif untuk efek ukuran kelas yang lebih kecil pada prestasi siswa dan
perilaku. Mungkin lebih banyak penelitian perhatian harus diberikan kepada masalah kelas
kepadatan untuk menentukan efek ruang yang tersedia pada setiap siswa
prestasi dan perilaku
dalam pengaturan tradisional siswa di baris meja dan kursi, siswa
di depan dan pusat lebih mungkin untuk berpartisipasi dan menyerukan
guru. Oleh karena itu, terencana dan penempatan siswa
yang membutuhkan bantuan mempertahankan fokus mereka di depan dan pusat tempat duduk
pengaturan mendorong para mahasiswa untuk membayar perhatian dan berpartisipasi (Edwards,
1993).
dalam perencanaan pengelolaan kelas Anda, pertimbangkan pengelompokan siswa menjadi bagian
dengan jalan setapak dari kembali ke depan dan sisi-sisi antara baris.
ini memungkinkan Anda untuk bergerak dengan mudah sekitar di dalam kelas, memeriksa kemajuan siswa,
dan mengirim pesan yang halus bahwa siswa harus tetap pada tugas. Jenis
pengaturan dapat dengan cepat disusun kembali sehingga siswa dapat bekerja sama dalam kecil
kelompok. Angka 1.2, 1.3 dan 1.4 menunjukkan kemungkinan pengaturan untuk primary
(preK–2), SD (kelas 3–6), menengah, dan SMA kelas.
Setting Up the kelas 7
Requisitioning perabotan baru
atau peralatan
jauh lebih mudah jika Anda memiliki
inventarisasi apa
Anda saat ini harus
digunakan sebagai alasan untuk
kebutuhan Anda.
mencari 1.2
pengelolaan kelas kelas utama
Teacher´s
meja
sudut baca
kecil
grup
tabel
rak buku penyimpanan sampah
papan tulis pintu
daerah berkarpet
Stasiun Pusat
8 The kunci elemen dari pengelolaan kelas
mencari 1.3
atas dasar kelas pengelolaan kelas
angka 1.4
Tengah dan pengelolaan kelas sekolah tinggi
Teacher´s
meja
pintu papan tulis
belajar
pusat
belajar
pusat
Bookcase
penyimpanan lemari pensil
rautan
keranjang untuk
berputar di
kerja
kecil
grup
tabel
penyimpanan
rak buku rak buku
bunga
pusat
Teacher´s
meja
penelitian
Pusat
pintu papan tulis
pensil
rautan
keranjang untuk
berputar di
kerja
lorong lorong
Pertimbangan utama lain di tempat duduk siswa yang mengatur adalah daerah masing-masing siswa
ruang pribadi. Dimensi ruang, jumlah mahasiswa, dan
daerah kerja dan penyimpanan perlu menentukan ini.
mempertimbangkan waktu siswa menghabiskan duduk di kursi mereka ditugaskan versus waktu
mereka menghabiskan di berbagai bidang lainnya dalam kelas untuk menentukan apakah Anda
harus skala kembali ruang untuk beberapa daerah khusus untuk memberikan setiap siswa lebih
pribadi ruang.
menempatkan meja Anda
sekarang bahwa Anda telah mengatur tempat duduk siswa, berpikir tentang penempatan meja Anda.
pertimbangan dapat membantu Anda:
• menempatkan meja Anda di bagian belakang ruang kelas mempromosikan studentcentered
lingkungan dan menyediakan ruang kerja untuk Anda sementara memungkinkan
Anda untuk mengawasi siswa Anda. Siswa dapat berbicara dengan Anda tanpa
sedang diamati oleh orang lain.
• menempatkan meja Anda di depan kelas mempromosikan teacherdirected
lingkungan dan memungkinkan Anda untuk melihat sebagian besar kelas wilayah
dan memantau siswa di tempat kerja. Tidak, bagaimanapun, memungkinkan untuk
pribadi konferensi dengan siswa individu.
• Menempatkan meja Anda di pusat pengaturan tempat duduk siswa mempromosikan
lingkungan yang difasilitasi guru. Siswa memiliki akses mudah ke
meja Anda, tapi percakapan pribadi yang tidak mungkin.
• menempatkan meja Anda pergi ke sisi kelas mengirim pesan yang
meja Anda adalah kerja pribadi Anda. Percakapan pribadi mungkin
dalam susunan ini.
Penempatan meja Anda juga tergantung pada subjek Anda mengajar, usia
siswa, dan ruang yang tersedia. Di tengah dan SMA kelas, guru
dapat menempatkan meja mereka pergi ke sisi depan kamar. Meja mungkin
dikelompokkan dengan lemari arsip dan lemari penyimpanan untuk menyediakan akses mudah untuk bahan
dari
Sedang diterjemahkan, harap tunggu..
Managing Time and Classroom Space
SECTION ONE
The efficient use of time is an important variable in helping students achieve learning
goals and making the classroom a pleasant place for teachers and students.
Unfortunately, how you spend your time is all too often determined by state or
district mandates, school policy, and rigid daily school schedules. Instructional
strategies must be planned to fit into fixed time frames, where it is the clock—and
not your assessment of whether students need more time on a topic—that dictates
the beginning and end of a lesson.
The present emphasis on standards and high-stakes assessment also affects how
time is allocated in the school day. Most standards-based curricula are rigorous
courses of study that, in most instances, specify achievement of many more objectives
than can be taught to an appropriate depth. This results in teachers spending
their days reviewing material that students have not yet fully mastered while
simultaneously being pressured to move on to other objectives. Many students are
not even ready for the mandated grade-level curriculum when they enter the classroom,
so instructional time has to be stretched like a rubber band to teach all students
so that they can be successful on the high-stakes test. Other variables that
affect your use of time include noninstructional routine procedures, transitions
between activities or classes, and schoolwide interruptions. But time is not the
only issue; classroom space affects your instructional program directly as well.
Teachers try to make every inch of classroom space count in order to have a rich
and inviting classroom environment because they know that the richness of students’
experiences are enhanced or diminished by their surroundings. The organization
of space also affects the way students behave and move around the
classroom, as well as how much attention they pay to instruction.
A high-quality instructional program, then, requires efficient use of time and
space. It necessitates a classroom rich in accessible, well-organized materials and
inviting spaces where students can work alone, in groups, and with you.
The purpose of Chapter 1–4 is to present strategies and techniques to help you
ensure that your students spend most of their class time engaged in learning and
that your classroom space is used as efficiently as possible. You rarely have the
opportunity to make more time for learning or to stretch the walls for more classroom
space. But teachers have always demonstrated that they are remarkably creative
at making good use of whatever resources they have, and it is the goal of this
section to help you do that.
—Joyce McLeod
3
5
1
We never educate directly, but indirectly by means of the
environment.
—John Dewey (1944)
Setting Up the Classroom
This is a new year and a new beginning. Whether you are returning to a school in
which you are a veteran teacher, beginning your career as a new teacher, or a veteran
teacher teaching in a new building, setting up your classroom space is the
first assignment of a new school year. The way you set up your classroom largely
determines the experiences you and your students share.
Deciding what type of seating arrangement you want depends upon the type of
furniture you have, the space in your classroom, and your style of teaching. Other
important decisions include determining the types of spaces you need for group
and ongoing activities, individual workspaces, and permanent storage of materials
and records. Your classroom’s visual appearance depends on what you do with bulletin
boards, chalkboards, other wall spaces, and even the door to your classroom.
Visitors form their first impressions of you and your classroom climate by observing
the displays and the classroom arrangement.
Another important consideration is establishing traffic patterns to make movement
in, out, and around your classroom efficient. Safety regulations and fire codes
require that exits not be blocked and traffic patterns be established for emergency
exit. In this chapter we examine the factors that facilitate the creation of a pleasing
and efficient learning environment.
Taking Inventory
What furniture and equipment do you have and what do you need? Hopefully, you
have your class list so you know how many students are starting the year with you
and what subjects you are teaching. Make a written inventory of the furniture and
equipment you have. Use a form, such as the one in Figure 1.1, to record your
inventory.
Arranging Student Seating
Because you usually don’t know your students at the beginning of the year, it is
difficult to assign seats before the first few weeks of school; however, it is important
to place the furniture in configurations that work with your teaching style and
available space. If you know that your class includes students with disabilities,
such as those with poor vision, hearing impairment, or who need wheelchairs or
other assistive devices, consider the accommodations you need to make in your
classroom arrangement when you begin your planning. Here are some key ideas to
keep in mind:
• Accommodate the type of instruction and activities you use most often
• Be flexible so that students can easily and quickly rearrange furniture
to accommodate a special activity
• Allow space for student movement, storage, and equipment setups
• Encourage movement and flexibility
• Provide a maximum amount of personal space for each student
Teachers are well aware of the problems caused when too many students are
housed in too small a space. Research done many years ago on classroom density
clearly shows that crowded classrooms affect students’ attitudes and conduct by
6 The Key Elements of Classroom Management
Figure 1.1
Furniture and Equipment Inventory
Type of Furniture or Equipment Number on Hand Number Needed
Desks
Chairs
increasing dissatisfaction and aggression and decreasing attentiveness (Weinstein,
1979). However, the research emphasis in recent years has shifted to the effect of
class size on student achievement, rather than the effect of classroom density on
both achievement and behavior. This research has yielded mixed results, with no
definitive answer as to the effect of smaller class sizes on student achievement and
behavior. Perhaps more research attention should be given to the issue of classroom
density to determine the effect of the space available on each student’s
achievement and behavior.
In the traditional arrangement of students in rows of desks and chairs, students
in the front and center are more likely to participate and be called on by the
teacher. Therefore, well-planned seating arrangements and placement of students
who need help maintaining their focus in the front and center of the seating
arrangement encourage these students to pay attention and participate (Edwards,
1993).
In planning your classroom arrangement, consider grouping students into sections
with walkways from the back to the front and side-to-side between the rows.
This allows you to move easily around in the classroom, check students’ progress,
and send the subtle message that students should stay on task. This type of
arrangement can be quickly rearranged so that students can work together in small
groups. Figures 1.2, 1.3, and 1.4 show possible arrangements for primary
(preK–2), elementary (grades 3–6), middle, and high school classrooms.
Setting Up the Classroom 7
Requisitioning new furniture
or equipment is
much easier if you have
an inventory of what
you presently have to
use as a rationale for
your needs.
Figure 1.2
Primary Grades Classroom Arrangement
Teacher´s
Desk
Reading Corner
Small
Group
Table
Bookcases/Storage Bins
Door Chalkboard
Carpeted Area
Center Stations
8 The Key Elements of Classroom Management
Figure 1.3
Upper Elementary Grades Classroom Arrangement
Figure 1.4
Middle and High School Classroom Arrangement
Teacher´s
Desk
Door Chalkboard
Learning
Center
Learning
Center
Bookcase
Storage Cabinets Pencil
Sharpener
Basket for
Turning in
Work
Small
Group
Table
Storage
Bookcase Bookcase
Interest
Center
Teacher´s
Desk
Research
Center
Door Chalkboard
Pencil
Sharpener
Basket for
Turning in
Work
aisle aisle
Another major consideration in arranging student seating is the area of each student’s
personal space. The dimensions of the room, the number of students, and
the necessary work and storage areas determine this.
Consider the time students spend sitting in their assigned seats versus the time
they spend in various other areas of the classroom to determine whether you
should scale back the space for some special areas to provide each student more
personal space.
Placing Your Desk
Now that you have arranged student seating, think about placement of your desk.
The following considerations may help you:
• Placing your desk in the back of the classroom promotes a studentcentered
environment and provides workspace for you while allowing
you to keep an eye on your students. Students can talk with you without
being observed by others.
• Placing your desk in the front of the classroom promotes a teacherdirected
environment and allows you to see most areas of the classroom
and monitor students at work. It does not, however, allow for
private conferences with individual students.
• Placing your desk in the center of the student seating arrangement promotes
a teacher-facilitated environment. Students have easy access to
your desk, but private conversations are not possible.
• Placing your desk off to the side of the classroom sends a message that
your desk is your personal workspace. Private conversations are possible
in this arrangement.
The placement of your desk also depends on the subjects you teach, the age of
the students, and the available space. In middle and high school classrooms, teachers
may place their desks off to the side in the front of the room. The desk may be
grouped with file cabinets and storage cabinets to provide easy access to materials
from the
SECTION ONE
The efficient use of time is an important variable in helping students achieve learning
goals and making the classroom a pleasant place for teachers and students.
Unfortunately, how you spend your time is all too often determined by state or
district mandates, school policy, and rigid daily school schedules. Instructional
strategies must be planned to fit into fixed time frames, where it is the clock—and
not your assessment of whether students need more time on a topic—that dictates
the beginning and end of a lesson.
The present emphasis on standards and high-stakes assessment also affects how
time is allocated in the school day. Most standards-based curricula are rigorous
courses of study that, in most instances, specify achievement of many more objectives
than can be taught to an appropriate depth. This results in teachers spending
their days reviewing material that students have not yet fully mastered while
simultaneously being pressured to move on to other objectives. Many students are
not even ready for the mandated grade-level curriculum when they enter the classroom,
so instructional time has to be stretched like a rubber band to teach all students
so that they can be successful on the high-stakes test. Other variables that
affect your use of time include noninstructional routine procedures, transitions
between activities or classes, and schoolwide interruptions. But time is not the
only issue; classroom space affects your instructional program directly as well.
Teachers try to make every inch of classroom space count in order to have a rich
and inviting classroom environment because they know that the richness of students’
experiences are enhanced or diminished by their surroundings. The organization
of space also affects the way students behave and move around the
classroom, as well as how much attention they pay to instruction.
A high-quality instructional program, then, requires efficient use of time and
space. It necessitates a classroom rich in accessible, well-organized materials and
inviting spaces where students can work alone, in groups, and with you.
The purpose of Chapter 1–4 is to present strategies and techniques to help you
ensure that your students spend most of their class time engaged in learning and
that your classroom space is used as efficiently as possible. You rarely have the
opportunity to make more time for learning or to stretch the walls for more classroom
space. But teachers have always demonstrated that they are remarkably creative
at making good use of whatever resources they have, and it is the goal of this
section to help you do that.
—Joyce McLeod
3
5
1
We never educate directly, but indirectly by means of the
environment.
—John Dewey (1944)
Setting Up the Classroom
This is a new year and a new beginning. Whether you are returning to a school in
which you are a veteran teacher, beginning your career as a new teacher, or a veteran
teacher teaching in a new building, setting up your classroom space is the
first assignment of a new school year. The way you set up your classroom largely
determines the experiences you and your students share.
Deciding what type of seating arrangement you want depends upon the type of
furniture you have, the space in your classroom, and your style of teaching. Other
important decisions include determining the types of spaces you need for group
and ongoing activities, individual workspaces, and permanent storage of materials
and records. Your classroom’s visual appearance depends on what you do with bulletin
boards, chalkboards, other wall spaces, and even the door to your classroom.
Visitors form their first impressions of you and your classroom climate by observing
the displays and the classroom arrangement.
Another important consideration is establishing traffic patterns to make movement
in, out, and around your classroom efficient. Safety regulations and fire codes
require that exits not be blocked and traffic patterns be established for emergency
exit. In this chapter we examine the factors that facilitate the creation of a pleasing
and efficient learning environment.
Taking Inventory
What furniture and equipment do you have and what do you need? Hopefully, you
have your class list so you know how many students are starting the year with you
and what subjects you are teaching. Make a written inventory of the furniture and
equipment you have. Use a form, such as the one in Figure 1.1, to record your
inventory.
Arranging Student Seating
Because you usually don’t know your students at the beginning of the year, it is
difficult to assign seats before the first few weeks of school; however, it is important
to place the furniture in configurations that work with your teaching style and
available space. If you know that your class includes students with disabilities,
such as those with poor vision, hearing impairment, or who need wheelchairs or
other assistive devices, consider the accommodations you need to make in your
classroom arrangement when you begin your planning. Here are some key ideas to
keep in mind:
• Accommodate the type of instruction and activities you use most often
• Be flexible so that students can easily and quickly rearrange furniture
to accommodate a special activity
• Allow space for student movement, storage, and equipment setups
• Encourage movement and flexibility
• Provide a maximum amount of personal space for each student
Teachers are well aware of the problems caused when too many students are
housed in too small a space. Research done many years ago on classroom density
clearly shows that crowded classrooms affect students’ attitudes and conduct by
6 The Key Elements of Classroom Management
Figure 1.1
Furniture and Equipment Inventory
Type of Furniture or Equipment Number on Hand Number Needed
Desks
Chairs
increasing dissatisfaction and aggression and decreasing attentiveness (Weinstein,
1979). However, the research emphasis in recent years has shifted to the effect of
class size on student achievement, rather than the effect of classroom density on
both achievement and behavior. This research has yielded mixed results, with no
definitive answer as to the effect of smaller class sizes on student achievement and
behavior. Perhaps more research attention should be given to the issue of classroom
density to determine the effect of the space available on each student’s
achievement and behavior.
In the traditional arrangement of students in rows of desks and chairs, students
in the front and center are more likely to participate and be called on by the
teacher. Therefore, well-planned seating arrangements and placement of students
who need help maintaining their focus in the front and center of the seating
arrangement encourage these students to pay attention and participate (Edwards,
1993).
In planning your classroom arrangement, consider grouping students into sections
with walkways from the back to the front and side-to-side between the rows.
This allows you to move easily around in the classroom, check students’ progress,
and send the subtle message that students should stay on task. This type of
arrangement can be quickly rearranged so that students can work together in small
groups. Figures 1.2, 1.3, and 1.4 show possible arrangements for primary
(preK–2), elementary (grades 3–6), middle, and high school classrooms.
Setting Up the Classroom 7
Requisitioning new furniture
or equipment is
much easier if you have
an inventory of what
you presently have to
use as a rationale for
your needs.
Figure 1.2
Primary Grades Classroom Arrangement
Teacher´s
Desk
Reading Corner
Small
Group
Table
Bookcases/Storage Bins
Door Chalkboard
Carpeted Area
Center Stations
8 The Key Elements of Classroom Management
Figure 1.3
Upper Elementary Grades Classroom Arrangement
Figure 1.4
Middle and High School Classroom Arrangement
Teacher´s
Desk
Door Chalkboard
Learning
Center
Learning
Center
Bookcase
Storage Cabinets Pencil
Sharpener
Basket for
Turning in
Work
Small
Group
Table
Storage
Bookcase Bookcase
Interest
Center
Teacher´s
Desk
Research
Center
Door Chalkboard
Pencil
Sharpener
Basket for
Turning in
Work
aisle aisle
Another major consideration in arranging student seating is the area of each student’s
personal space. The dimensions of the room, the number of students, and
the necessary work and storage areas determine this.
Consider the time students spend sitting in their assigned seats versus the time
they spend in various other areas of the classroom to determine whether you
should scale back the space for some special areas to provide each student more
personal space.
Placing Your Desk
Now that you have arranged student seating, think about placement of your desk.
The following considerations may help you:
• Placing your desk in the back of the classroom promotes a studentcentered
environment and provides workspace for you while allowing
you to keep an eye on your students. Students can talk with you without
being observed by others.
• Placing your desk in the front of the classroom promotes a teacherdirected
environment and allows you to see most areas of the classroom
and monitor students at work. It does not, however, allow for
private conferences with individual students.
• Placing your desk in the center of the student seating arrangement promotes
a teacher-facilitated environment. Students have easy access to
your desk, but private conversations are not possible.
• Placing your desk off to the side of the classroom sends a message that
your desk is your personal workspace. Private conversations are possible
in this arrangement.
The placement of your desk also depends on the subjects you teach, the age of
the students, and the available space. In middle and high school classrooms, teachers
may place their desks off to the side in the front of the room. The desk may be
grouped with file cabinets and storage cabinets to provide easy access to materials
from the
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