Group Learning Environment

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Grand Canyon University *

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Communications

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Apr 3, 2024

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1 Group Learning Environment Diana Jacobs College of Education, Grand Canyon University ELM – 510: Creating and Managing Engaging Learning Environments Danan Myers 11/28/2023

2 Group Learning Environments Part 1: Classroom Design

3 Group Learning Environments Part 2: Group Learning Reflection I am a public preschool teacher for my local county here in Chesterfield, Virginia at Chester Early Childhood Learning Academy (CECLA). The preschoolers that come to CECLA are all on an income-based scale to be able to qualify for. CECLA is a grant funded public preschool preparing the students for kindergarten and giving them the school experience before they enter kindergarten. When the students enter my classroom, they have a welcoming and engaging classroom. In my classroom, I make sure that we work collaboratively and involve every student. I must work collaboratively with another adult in my classroom, they are my aide. With the students we work collaboratively throughout the day. As a class we start the day on the Whole Group rug and then end our day on the Whole Group rug. The classroom setting is split up into different areas in the classroom. The classroom as you walk in the children will see their cubbies. The cubbies hold all the children’s materials as in their backpack, jacket, and change of clothes. The children go to their cubbies at the beginning of the day to put everything away for the day. The children then will unpack their folder from their backpack and put the folder into a red bin on the shelf by the math cabinet. The children do this every day to build routine (Importance of Classroom Routines and Procedures, n.d.). Then the children will walk to the sink and wash their hands as breakfast will be placed on the tables for them to eat. The children have been taught as they are to unpack, they need to go and wash their hands to eat breakfast. After the students wash their hands, they go to tables that are color

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4 coordinated and the children have flexible seating. The children then open their own breakfast. After the children are done eating, they are to go to the Whole Group carpet and do a daily check in question on the teacher easel. At the board with the question of the day the children have a picture of themselves along with their name written out. Then the children can go to the table toys shelf and grab a table toy and work at the table toy table. If the child would like they can grab a computer from the computer cart. Everything in the classroom is labeled or has a visual picture throughout the classroom so the children know where the materials need to be placed or where things are (Labeling the Classroom, n.d.). The children then meet on the Whole group (Mrsmunchsmunchkins & Mrsmunchsmunchkins, 2023) carpet to start the day. The teacher explains the visual schedule that is located at the bottom of the Promethean Board. The children know what is coming next. After having the whole Group, the children are released to Center time. The classroom is broken up into different Center locations for the students to go into. The Library Station, Listening Station and the Light table are all located in a quite area (Sequeira, 2018). So, children can have quite work to be able to listen to books, read books or quietly work on the light table. There is a Center Shelf that is located by the tables in the middle of the room for puzzles. Children can take out puzzles and work on them at the tables. Doll House is located on a table so the children can stand up and play on the dollhouse. The dollhouse is in a louder part of the room. Then there is Kitchen. The kitchen is in a corner of the end of the classroom because it takes up a lot of space because a lot of learning can happen in the kitchen area. The children get to pretend to be babies in the kitchen. Then we have the Art table with the Easel located in the Art center. The Easel is there so when children draw or paint a picture, they are then able to place their picture on the easel to dry.

5 Then there is a Writing table (Adopting Writing Center Practices in Teaching, 2019) for children to practice writing skills. There is a dry eraser board, paper, pictures of other children with their names under their pictures. So, the children can practice writing. The sensory Center there is sand. The children love playing with the sensory table, they can explore the sad and build their imagination at the sensory table. Then at the Science center we have marble run, globe, science glasses. The children can explore science materials with the units we are studying. We just got finished with trees, so children were able to explore different parts of a tree. Block area is located to the side of the room next to the kitchen because it is loud (Sequeira, 2018). All shelves that are in the block area have material that goes with blocks. For instance, people, dinosaurs, and ocean animals. The children can play with their imagination. The tipi that is in the room is for calming down (Sequeira, 2018). If the children are upset and need a quiet and dark place to go the tipi is the place. In the tipi there are different sensory materials the children can use while calming down for instance, a fidget spinner, a ball to squeeze, or a stuff animal. The Promethean Board (Concordia University, 2021) is also a center. The teacher will have educational games for the students to play during center time. At the end of centers, the children and the teacher meet back on the Whole Group carpet. The teacher constantly refers to the visual schedule (Jiron et al., 2013) on the bottom of the Promethean Board so the students know what comes next. After centers the teacher lines up the students on the dots (February 15 et al., 2019) by the door. Each child is labeled with a number. So, everyone knows they have a spot.

6 Tables are in the middle of the classroom for children to eat snacks together and do small groups. At the end of the day the children eat their snack all together as a class. Then they meet the teacher back to the Whole Group rug to end the day.

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7 References Adopting Writing Center Practices in Teaching . (2019, April 16). MLA Style Center. https://style.mla.org/adopting-writing-center-practices/ Concordia University. (2021, August 2). 3 reasons why teachers need to use technology in the classroom . Www.concordia.edu. https://www.concordia.edu/blog/3-reasons-why- teachers-need-technology-in-the-classroom.html February 15, S. T. on, Svg, 2019 contest-Social share-Links, None; } .entry- Content .addthis_toolbox, share-Links S. { T. 50%; L. 0px; } #atftbx P.-T. { D., entry- Content .addthis_button, entry-Header .addthis_toolbox, & Padding: 0 !important;}, entry-Header addthis_button { M. 0 !important;} at-Style-Responsive at-Share-Btn {. (2019, February 15). 15 Genius Lining-up Strategies to Make Your Life Easier . We Are Teachers. https://www.weareteachers.com/lining-up-strategies/ Importance of Classroom Routines and Procedures . (n.d.). Successbydesignplanners. https://www.successbydesign.com/blogs/news/importance-of-classroom-routines-and- procedures Jiron, A., Brogle, B., & Giacomini, J. (2013). How to Use Visual Schedules to Help Your Child Understand Expectations. https://challengingbehavior.org/docs/backpack/BackpackConnection_routines_visual- schedules.pdf Labeling the Classroom. (n.d.). Lessonpix.com. https://lessonpix.com/articles/5/58/Labeling+the+Classroom#:~:text=Labeling%20a %20classroom%20helps%20expose

8 Mrsmunchsmunchkins, & Mrsmunchsmunchkins. (2023, October 2). Classroom Management that Works! | Mrs. Munch’s Munchkins. Mrs. Munch’s Munchkins | A blog to give teachers ideas and tools that make teaching easier. https://mrsmunchsmunchkins.com/classroom-management-that-actually-works/ Sequeira, A. (2018, March 23). Benefits of a “Quiet Space” in your classroom · Sensory Intelligence Consulting. Sensory Intelligence Consulting. https://sensoryintelligence.com/the-benefits-of-a-quiet-space-in-your-classroom/ #:~:text=A%20quiet%20space%20is%20a

Group Learning Environment

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