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This supports the school philosophy where it states that
“Creative Care Preschool provides a clean, safe and nurturing environment. It offers rich, age-appropriate learning materials/ experiences for children, carefully planed and prepared by teachers each day. Creative Care Preschool is a place where children free to explore, touch, experiment and ask many of their questions, supervised by adults in school so that they can discover the answers to these questions themselves.” (Creative Care Vision, Mission and Philosophy, 2010, p. 1)
In general, the classroom environment should reflect the goals and expectations of the teacher. It will also dictate somehow to the children how they will behave (Brewer, 2001). Space allocation reflects the priorities of the curriculum. According to Boulton-Lewis & Catherwoods (1995), when the quality of the physical environment declined, teacher restriction and control increased, the teacher’s behavior became less friendly, the students became less interested and involved, classroom rules increased, and conflict among children increased. Likewise, Kepler (1995) observed that the learning environment influences, and directly contributes to, children’s behavior and levels of learning. It seems teachers at Creative Care Preschool are well aware of this, as they have structured the physical environment in such a way that children feel free to be themselves.
The environment is one that is open and stimulating in order to encourage children to participate, explore, and learn. A stimulating environment provides the teacher with many opportunities to observe where a child’s interests lay as well as those areas the child may be tentative in (Danoff, Breitbart & Barr, 1977). The environment should also be flexible and spontaneous to accommodate children’s play that is essential in a preschool classroom, and is
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In the United States, students undergo elementary, secondary and higher education before joining the job market. According to Jackson high education institutions and students are distributed differently across various types of colleges and universities.1 The 2009 enrollment rates show that most of the 2-yr and 4-yr colleges are privately owned, but enroll a small percentage of students than the public colleges and universities.
There must be a really good layout and available materials. It is very important to set-up the classroom appropriately for the development of the students. Crosser (n.d.) quoted Kostelnik (1992), "...developmentally appropriate classrooms are active ones in which both teachers and students learn from one another." The classroom environment is very vital that it must be able to cater to the interest of the children because this is going to be their community on which they learn (Crosser, n.d.).
Classroom environment refers to all the physical, emotional, and social conditions that are essential for effective and efficient learning process (Fraser, 2012). According to various researchers, the optimal classroom environment is an essential feature in successful educational achievements for the students ranging from those that have no disability.
Incorporation of inclusive strategies in a classroom ensures that the students social, academic, and behavioral needs are met appropriately as well support for students with disabilities (Marzano, 2003). Classroom arrangement, rules, and procedures affect the students and the teacher directly because they govern the class activities and behaviors; hence, a classroom management plan has to ensure considerably that the making of policies process incorporates the students, teachers, administrators, and the parents (Hallahan, Kauffman, & Pullen, 2012).
In short, students can be a very diverse group. How, then, does an instructor harmonize these diverse students in such a way as to be an effective instructor Slavin offers three suggestions, based upon extensive research, to help instructors improve the self-esteem of students, to create a sense of security in the classroom, and to promote student achievement (1997).
(MacAulay,1990;Walker,Colvin,&Ramsey,1995;Walker & Walker,1991)
Preparing the emotional base of the classroom where-in the students are more open to the academic curriculum is as important as structure in spatial arrangements. By setting clear academic and behavioral expectations, the teacher helps the students understand the relationship between an action and its consequence.
Studies have shown that where such interaction is positive, results have also been better. This paper by R.J. Marazao and J.S. Marazano, focuses on the two key players in classroom management - the teacher and the student - to present how teachers can establish an environment that is conducive to learning.
Discipline learners always have better learning experiences and retain more during lessons. Therefore, it is extremely vital that instructors or teachers understand the dynamics in the classroom environment that influence the
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