How a teacher can maximize the space in their classroom without impeding student learning and causing classroom management nightmares.

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Classroom Environment
Presentation
Matthew, Jason, Joshua, Stephanie
October 19,2014
Instructor: K. Brown

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Characteristics that Make a
Classroom Ineffective
 Passive instruction/ teacher
centered rather than student
centered instruction
 No clear and consistent rules
and consequences
 Rough transitions
 Being combative with students
 Being negative
 Not showing interest in students
 Being ill-prepared for lessons
 Mismanaging time
 Unorganized/ dirty classroom
 Classroom layout not suitable
for class

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Ineffective classrooms
Miss Gibson’s Classroom Mrs. Ross’ Classroom
 Miss Gibson’s students have
problems transitions.
 Her students fight with each
other
 There is limited space in her
classroom the design may not
be suitable for her classroom
needs
 Mrs. Ross’ student do not
participate
 The class is not motivated
 Students do not socialize well
 Mrs. Ross’ students do not work
well in groups

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Miss Gibson’s Second Grade
Tyrone
Marco
Laura
Lee
Pamela
Brian
Amy
Dane
Teresa
Tom
Megan
Beth
Mary
Aaron
Tony
Ben
Daniel
Anna
Miss Gibson
White Board
Books Art Supplies Books
Carpet
Door

5. +
Mrs. Ross’ s Fourth Grade
Mrs. Ross
White Board
Amy
Teresa
Mary Aaron
Books Art Supplies Books
Door
Tyrone
Marco
Laura
Lee Pamela
Brian
Dane
Tom
Megan
Beth
Tony
Ben
Daniel
Anna

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Suggestions for creating and
effective classroom environment
 Be consistent about expectations.
 Reinforce and compliment good
behavior.
 Share your personal experiences
such as goals you had to reach
or mistakes that kept you from
accomplishing your goals.
 Establish a fair environment.
 Encourage students to engage
and participate at the beginning
of class.
 Show the students that you care
about their learning experience
and that you are willing to assist
them if necessary.
 Be clear about the consequences
for bad behavior.
 Model appropriate behavior so
students understand what kind of
behavior is expected.
 Talk to students privately to
discuss inappropriate behavior
and eliminate embarrassment.
 Try to adapt lesson plans to the
student’s interest.

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Redesign suggestions
Miss Gibson’s Classroom Mrs. Ross’ Classroom
 Megan, Beth, and Tony should be
moved to sit closer to the teacher, as
their behavior is also below average.
 Laura should be moved, as she is
stuck (with her learning disability) in
the far back corner of the room,
adjacent to the two students with
whom she most frequently talks in
class.
 Pamela should be separated from
Dane, who picks on her.
 The room is very crowded, desks
should be spread out
 Laura, Megan, Beth, and Tony
should be moved closer to the
teacher, as they display below
average behavior.
 Dane, as class clown, should
be moved from the back-center
seat. This offers him the ideal
location to cause the maximum
disturbance.
 This class is also very crowded.

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Characteristics of an Effective
classroom
 Clear and definable goals
 Using respect and genuine
concern for each student
 Providing comprehensive
feedback to students
 Using appropriate assessment
techniques
 Make classroom learning fun,
interesting, and challenging
 Employ both individual and group
learning assignments
 Encourage discipline, integrity,
character, and hard work
 Never be afraid to admit mistakes
and learn from students
 Be available to students for extra
periods of instruction
 Engage parents/guardians to
facilitate overall student learning

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Effective Classrooms
Miss Gibson’s Classroom Mrs. Ross’ Classroom
 The new L-shape for the desk
allows Miss Gibson to see
every student’s face.
 The new shape moved students
around so that the disturbances
caused would be minimized.
 The classroom retained
learning centers with more
space for students to transition
from their desks.
 In Mrs Ross’ redesigned classroom,
students’ desks are placed in groups so
that students can interact with each
other. Since students are in built built in
groups the conflict about not wanting to
work with various people should be
resolved.
 The students with behavioral problems
are placed close to the teachers desk so
that she can easily keep an eye on them
when she is not engaged in active
instruction.
 The students with above average
academics are next to classmates that
have below average academics so they
can provide more support for the
students who might need it.

10. +
Miss Gibson’s Second Grade
Carpet
Tyrone
Laura Marco
Lee
Pamela Brian
Amy
Dane
Teresa
Tom
Beth Megan
Mary Aaron
Tony
Anna
Ben
Daniel
Miss Gibson
White Board
Books Art Supplies Books
Door

11. +
Mrs. Ross’ s Fourth Grade
Mrs. Ross
Door
White Board
Books Art Supplies Books
Tom
Tyrone
Marco
Laura
Lee Pamela
Brian
Amy
Teresa
Dane
Megan
Beth
Mary
Aaron
Tony
Ben Daniel
Anna

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References
 How Classroom Design Affects Student Engagement. (n.d.).
Steelecase Education Studies. Retrieved October 16, 2014,
from
http://www.steelcase.com/en/products/Category/Educational/D
ocuments/Post%20Occupancy%20Whitepaper.FINAL.pdf
 Jones, V., & Jones, L. (2013). Comprehensive classroom
management: Creating communities of support and solving
problems (10th ed.). Upper Saddle River, NJ: Merrill.
 Thompson, J. G.(2011). Discipline survival guide for the
secondary teacher (2nd ed.). San Francisco, CA: Jossey-Bass.