TO W

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DOES

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LASSROOM

ENVIRONMENT

PROMOTE

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WHAT AM I INTERESTED IN?

WHETHER THE VARIOUS ELEMENTS OF A CLASSROOM ENVIRONMENT, BOTH PHYSICAL AND EMOTIONAL, CREATE AN INCLUSIVE ATMOSPHERE THAT PROMOTES EFFECTIVE LEARNING FOR ALL PUPILS, PARTICULARLY THOSE WITH SPECIAL EDUCATION NEEDS.

‘The classroom environment can affect a child’s academic progress over a year by as much as 25%’ (University of Salford Research).

WHAT AM I LOOKING AT?

- DISPLAYS

- SEATING ARRANGEMENTS

- VISUAL AIDS

- ROUTINES AND STRUCTURE

- SOCIAL RELATIONS

- CONSISTENCY IN LEARNING ENVIRONMENT

- EXPECTATIONS

- ROLES OF ADULTS

- TEMPERATURE AND LIGHTING

“Classroom environment refers to a space or place where learners and teachers interact with each other and use a variety of tools and information sources in their pursuit of learning activities.” Khine and Chiew (2001).

WHO AM I LOOKING AT?

YEAR 5 CLASS – INNER CITY SCHOOL – 24 CHILDREN - AVERAGE ABILITY

PARTICULARLY:

- ONE PUPIL WITH MLD

- ONE PUPIL WITH BESD

- ONE G&T PUPIL

- ONE PUPIL WITH UNIDENTIFIED SEN

- FOUR PUPILS WITH EAL

IN ADDITION TO ALL OTHER CHILDREN IN THE CLASS.

WHAT DID I DO?

OBSERVED CHILDREN’S LEARNING IN THE ALREADY ESTABLISHED CLASSROOM ENVIRONMENT;

- DISTINCT LACK OF DISPLAYS

- NO CHILDREN’S WORK ON DISPLAY

- SEATING ARRANGEMENTS WERE ACCORDING TO ABILITY BUT CONSIDERED FRIENDSHIPS – ONLY WITH ABLE AND MORE ABLE, LESS ABLE WERE ALL SEATED TOGETHER, REGARDLESS OF RELATIONS

- 3x 6 SEATER TABLES AND 2x 4 SEATER TABLES

- LITERACY AND MATHS IN DISTINCTLY DIFFERENT CLASSROOMS

WHAT DID I CHANGE?

- DISPLAYS – LEARNING OBJECTIVES, KEY WORDS, INSPIRING VOCABULARY, CHILDREN’S WORK, COLOUR, IMAGES

- SEATING ARRANGEMENTS – 6x 4 SEATER TABLES

- CHILDREN’S SEATS WERE ARRANGED ACCORDING TO A COMBINATION OF ABILITY, FRIENDSHIPS AND PERSONALITIES – BESD, MLD, EAL

- VISUAL TIMETABLE

- STRUCTURED, CLEAR AND HIGH EXPECTATIONS OF TALK AND BEHAVIOUR

- CONSISTENCY IN SANCTIONS – MLD AND BESD

- WRITING FRAMES/HUGGING THE TEXT

WHAT CHANGES DID I OBSERVE?

- IMPROVED BEHAVIOUR THROUGHOUT THE CLASS

- BETTER RELATIONS AMONG LESS ABLE, SEN PUPILS

- HIGHER PRODUCTIVITY IN LESSONS

- WIDER USE OF VOCABULARY

- MORE AMBITIOUS AND ADVENTUROUS WRITING

- BIG JUMP IN WRITING LEVELS

- CHILDREN ENGAGING WITH THEIR WRITING OUTSIDE OF LITERACY LESSONS

- EAL UNDERSTOOD SCIENCE MUCH BETTER

- DID NOT HAVE TO ASK/REMIND CHILDREN

WHAT ELSE DO I NEED?

MORE OBSERVATIONS?

OBTAIN CHILDREN’S OPINIONS AND RESPONSES?

EXAMPLES OF WORK?