The design of the classroom environment should reflect the demographic characteristics of learners. For instance, one should consider the age of students because it profoundly influences their behavior, attitudes towards studies, and interactions with peers or teachers (Niemeyer, 2003). Additionally, it is important to remember about their linguistic background because this variable affects their ability to acquire new skills. So, at first, one should discuss the pupils from a demographic perspective.
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Grade level and subject area
This classroom will be designed for the needs of kindergarten students aged between 5 and 6. It will be used for different subject areas such as reading, writing, creative art, mathematics, and so forth. Therefore, the room should provide opportunities for various learning activities.
Total number of students
The class includes 17 students, nine boys, and eight boys. There are ten ESL learners. In this case, one should first consider Asian and Hispanic students. Apart from that, there is a boy with special needs. In particular, he has been diagnosed with the attention deficit hyperactivity disorder. It is also important to mention that the reading skills of some learners require much improvement. In turn, a teacher should make additional modifications for such pupils.
Other relevant information
Overall, one can argue that these children have very diverse backgrounds. In particular, their parents come from various countries and cultures. I do not know any details about the socio-economic status of their parents, but these people live in a low-income neighborhood. Still, there are no behavioral issues that can undermine the development of children.
Introduction to the topic
Overall, the design of this classroom is based on the principle of inclusion. In other words, it is necessary to consider the needs of students who may differ in terms of their learning styles and language proficiency. Additionally, one should keep in mind that some of them can be affected by disabilities influencing their cognitive processes. In turn, a teacher should ensure that such pupils are not excluded from learning and communicative activities (McAllister & Maguire, 2012). Moreover, students can better acquire new skills if they can construct their learning activities independently (Puckett, 2013).
The desks of children will be placed right in the center of the room, and at least, four students will sit at each of these tables. So, children, who have shared interests, will be able to work together. In turn, the teacher’s table will be placed near their desks and the carpet area where children can play. So, the educator will be able to make timely interventions if they are necessary. This argument applies to those cases when one of the learners prevents other children from studying. Furthermore, there will be a cupboard with books, and a table will be placed nearby.
This part of the class can be called a reading corner. These resources will be essential for helping those learners whose reading skills are not sufficiently developed. Additionally, toys will be located near the carpet area so that children can find them as soon as possible. These playing activities can improve the socialization of ESL students. While designing this classroom, I relied on the premise that there are several types of intelligence that teachers should recognize (Puckett, 2013). In other words, learners can be skilled in different fields such as mathematics or drawing. So, the design should enable them to participate in the activities that best fit their interests and talents.
Much attention should also be paid to the location of immobile objects and structures in the room. At first, at least, two adjacent walls should have windows. Their presence is critical for the proper lighting of the class. Furthermore, the bathroom and the sink will be placed in one of the corners. The bulletin boards will stand near one of the walls. Overall, this design is supposed to serve the needs of the students who need to alternate their activities rather quickly.
This chart illustrating the design of this room is included in the appendix.
The reasons for a choosing a particular layout
This design has been selected to promote the activities of students who may have different interests. For instance, some of them may enjoy drawing. So, they can spend more time near the white boards. Moreover, they can paint pictures at the table. These tables should include drawers with crayons, pens, pencils, and so forth. Apart from that, some children may take a close interest in reading. In turn, this classroom incorporates the library with a broad selection of books.
Additionally, much attention should be paid to the grouping of students’ desks. The learners, who may have special needs, can be seated together. A teacher can design a set of exercises and activities specifically for such learners. This opportunity can be essential if a teacher has to assign readings to these children.
The classroom design and the demographic characteristics of students
Overall, this layout reflects the demographic characteristics of students. In this case, one should focus primarily on the age of learners who are no older than six. Thus, they cannot concentrate on a certain task for a long time. Additionally, they can easily switch from one activity to another. For instance, they can be engaged in playing; however, they may soon to read books. Therefore, the design of the classroom should ensure that children can take part in various activities and exercises.
Teachers can promote the positive behavior of students if they ensure that rules are transparent. Moreover, they should apply to every child. For instance, it is not permissible to reproach some students for their misbehavior and overlook the same actions that could be committed by other learners. Moreover, an educator should not lay stress on the use of rewards and punishments because this method cannot always highlight the importance of norms. Instead, children need to understand why positive behaviors are inherently valuable (McAllister & Maguire, 2012).
Rules and routine
In the beginning, I will establish certain rules that can improve the interactions between children. For instance, a student is not expected to take the things belonging to other children without their consent. Additionally, children are not allowed to bully or insult their peers. The rules should not be imposed on learners. Instead, it is necessary to explain why some principles should be adopted. For instance, students should think how they would feel if someone else takes their books or pencils without permission.
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Nevertheless, a teacher should keep in mind that students’ behavior can be affected by the factors that are outside their control (McAllister & Maguire, 2012). For example, a child with the attention deficit hyperactivity disorder can frequently disrupt the learning and teaching activities. In turn, educators should consider such distinctions. Their task is to design learning activities in such a way that can engage such learners. Furthermore, one should bear in mind that some children may not speak English fluently. The main danger is that such students often become alienated. Thus, the duty of a teacher is to involve such learners in various conversations because, in this way, one can better develop their communicative skills.
Finally, teachers should remember that learners may differ in terms of the cognitive skills that they have. Some of them can be more proficient in problem-solving and mathematics. In contrast, other pupils are more skilled in creative arts. So, an educator should recognize such differences. In turn, teachers should cooperate with the parents of students to ensure that the competencies of these children are not overlooked (Smith & Buchannan, 2012).
Emotionally safe environment
Overall, the emotionally safe environment can be promoted by minimizing the use of punishments that can often stigmatize a person. At this age, they can often make children feel insecure. Furthermore, one should eliminate every form of bullying in the classroom. A teacher has to explain that such behavior is not permissible. To a large degree, these examples suggest that educators can promote the emotional welfare of children by implementing and enforcing behavioral rules. It is one of the details that should be distinguished.
One can distinguish several behaviors that will be appropriate in this classroom. In particular, one should mention reading, problem-solving, or drawing. Moreover, much attention should be paid to the role of playing that contributes to the development of children.
Appendix: Classroom Layout
McAllister, K., & Maguire, B. (2012). A design model: the autism spectrum disorder classroom design kit. British Journal of Special Education, 39(4), 201-208.
Niemeyer, D. (2003). Hard facts on smart classroom design: ideas, guidelines, and layouts. New York, NY: Rowman & Littlefield.
Puckett, K (2013). Differentiating Instruction: A Practical Guide. San Diego, CA: Bridgepoint Education.
Smith, R., & Buchannan, T. (2012). Community collaboration, use of universal design in the classroom. Journal of Postsecondary Education & Disability, 25(3), 259-265.