Chapter 13 Learning Environment

             Whenever I envision what my classroom will be like, it is always very calm, peaceful and safe feeling. Physical environment has always, always been important to me - my mood mirrors the mood of the environment around me. Taking this approach, I would want my classroom to be calm, safe and peaceful, but also to provide an environment that supports creativity. All of these visions are for a very young classroom, by the way. I personally hate florescent lighting and would love to light my room with actual sunlight (open the windows), lamps and Christmas lights if I am able to. I also want my classroom to feel personal and homey to the students - I could do this by reusing frames each year to showcase the students' artwork, their pictures, etc. Obviously, seating is an extremely important and relevant issue to consider when thinking of an environment conducive to learning. I want to be a Special Education teacher, so I am sure I will have to sit down and learn the best way possible to seat my children. Any student that is an English language learner, or who has a speech and language impairment will need to be near the front of the room to hear me clearly and to have access to me for clarification or questions, for example.

             Communication and clear establishment of classroom expectations and guidelines are two things that need to be addressed at the beginning of the school year. I want my students to know I support them, that I am interested in them, and that I am there to teach and help them to learn. It is important that the students know firsthand the classroom expectations or "rules", and the discipline that will come if the expectations are not withheld. I want the students to know why the expectations are there, not just that I like rules.

            I also want the students to know and support each other. To steal Tab's idea, it would be amazing to have a class discussion about our strengths and weaknesses! I could begin by telling mine and letting the students know that I am not perfect and that I make mistakes. The students could share what they think another student's strengths are, and add to the list as the year goes on. This would be such a sweet way to provide a safe classroom where everyone feels like they belong. It would allow the class to be open, honest and vulnerable.

            Lastly, planning instruction plays a big role in the learning environment. I want to set high, yet realistic, expectations for the students to learn, and I want to encourage them to reach these goals. My instruction needs to support each student. This will include accommodations, modifications, and even the use of service providers in my school's community to best meet the needs of the students. 

        

            Now to discuss my case study. I have 25 kindergartners, and Willard does not understand personal space, and struggles to stay engaged and follow classroom expectations. First, I will have a meeting with Willard to discuss all of these things and why they are important. I want him to be able to explain to me why it is important that he learns these three things. I will try and encourage him that he is a huge help and big team-player in the classroom, and that without his good behavior the learning for the class is put at risk. 

            If this does not work, I will start manipulating his personal environment to support this behavior to happen. To steal an idea from a Special Education blog that I have read, I will use tape and paper to visually show Willard where he should be. This includes putting a colored tape square around his desk indicating this is where he should be during class. I can do the same in play areas (such as bean bags for free reading time or playing with blocks) so that he can still have his own space during free time. The blog also described taping colored feet on the floor where the line should stand when lining up at the door. I could also place big red STOP letters at the doorway so Willard can visually be reminded not to leave the room. Along with the tape, I can provide time within instruction or within seat work for the class to sit in a different part of the room (aside from their desks). This will give Willard freedom to "roam" if he cannot resist, but still under my approval. Specified areas for him can be taped off as well. 

           Lastly, I will create a behavior intervention plan with Willard. This will include another meeting with him where we discuss that his behavior now calls for discipline. I want him to understand that I am not punishing him because I don't like him (remember, he is in kindergarten), but that I think it is important that Willard learn during class and that his behavior is keeping him (and other students) from learning. I can monitor Willard during class with partial time sampling observation. This would be that I have a timer, every time it goes off I check to see if Willard has followed his instructions. He and I have a signal of whether or not he did; if he did, Willard can place a blue chip in his cup. At the end of the day, if Willard collects 8 chips, he can have five extra minutes of free time (a reinforcer that he decided upon). This behavior intervention plan allows for positive reinforcement. Willard can take responsibility of his behavior, and "reward" himself by collecting his chips and picking his reinforcer. As Willard gets better at keeping up with this behavior, I will raise the amount of time between the timers, and the amount of blue chips he has to collect. Hopefully this will be a good learning environment for Willard!