Category: Classroom

What I Observed in the Video

In the video titled Classroom Tour! 5th Grade Flexible Seating 2017 that has a length of 26 minutes and 26 seconds, I observed that middle school students are provided with flexible seating, which is evident from the spacing of their desks. The space between the students’ desks is large enough to enable group discussions. Also, the students are given the option to choose where to sit (Ried, 2017). Such choices are important for middle school children since they interact on individual levels and understand different personalities. The classroom is also well organized to provide adequate space for different sections necessary for the teaching process. In addition, the presence of a flag and the pledge of allegiance in a classroom portray belief in the system and loyalty to the nation. I also observed the artwork on the wall described as being the results of the students’ work. Such work is imperative in the growth and nurturing of talent. Moreover, the poster near the bathroom wall is effective for middle school students to know when the bathroom is occupied, controlling movement in and out of the bathroom.

What I Learned from the Video

I learned from the video that middle school students must be encouraged to work together as they learn much from each other. By being given the option to sit where they want every week, the students engage in rotational interaction hence gaining different perspectives from peers. Such situations also help formulate group discussions that enable students to see from each other’s point of view. The teacher mentioned that the students do not keep school supplies. The situation is critical since it promotes sharing while in the classroom. Sharing between middle school students is also necessary as it enables the students to see each other as equals. Nothing belonging to nobody in the classroom is an important aspect that can help to prevent discrimination. Textbooks and exercise books are very well arranged to show the middle school student’s sense of responsibility.

The students have a time-timer wall clock with a red fraction that distinguishes elapsed from remaining time. The clock acts as time management, an important aspect of everyday living. A class library, just like any other library, is also important in the acquisition of new knowledge when needed. A school setting, in whichever case, is required to have a library where students can source new information. I have also learned that setting up a middle school classroom requires considering students’ requirements. After gathering all the requirements, such necessities should be kept to access what they need while in class easily. All the student’s educational needs self-contained in a classroom appear to create a learning atmosphere that ultimately is bound to produce good results.

Ideas and Strategies Best Fit for Middle Schoolers

While designing a middle school class, consideration of the children’s height is necessary. Hence bookshelves and other storage spaces should be erected at a medium height accessible to all students. I also believe that security is paramount, especially where students are involved. Middle school students are bound to be playful and clumsy, resulting in injuries or accidents. Therefore, I would ensure security features like fire extinguishers and alarms are well in place to deal with fire cases. Sanitation is also necessary; hence would ensure there are high levels of cleanliness to prevent infections and diseases.

References

Ried. (2017). Classroom Tour: 5^th Grade Flexible Seating. Web.

The video “Ed-Talk: The Potential Benefits of Diverse Schools and Classrooms – Amy Stuart Wells” is 5:51 minutes long, with the central idea placed on the importance of the diversity of schools’ student bodies. The reflection from the video is that diversity in education is imperative for schools not to have brochures that have multicultural educational settings but because it is thought that students from diverse backgrounds learn from one another (American Educational Research Association, 2016). Besides, when students are exposed to diversity at school, they are more prepared for their college education, which is much more diverse compared to schools.

The video “Teaching Diversity in Your Toddler/Preschool Classroom” is 9:15 minutes long and talks about the range of materials, such as books, dramatic play toys, and art materials, that educators can use to foster inclusion within the early learning classroom ((Playing with a Purpose, 2022).). For example, the speaker shows different types of traditional clothing and explains that such props are used to explain to kids why representatives of different cultures wear specific garments (Playing with a Purpose, 2022). Overall, the video is very useful for providing practical advice to educators who may be lacking on creative ideas on how to teach about diversity.

The video “Meaningful Inclusion in Early Childhood” is 5:52 minutes long and speaks about the concerns that parents or caretakers of children with disabilities have when their kids first get into the early education setting. The central reflection from the video is that every early education setting is an inclusive setting because it involves children that have had different life experiences up to the point of getting into the classroom (WisconsinDPI, 2018). Therefore, it is essential for educators to engage children in the learning processes meaningfully, recognizing their background and needs.

The video “Culture, Diversity, and Equity” is 16:49 minutes long and discusses the California Early Childhood Educator Competencies, such as respect for children’s differences and similarities, culturally responsive approaches, culture and language development and learning, as well as culturally inclusive learning environments. The main reflection from the video is that diversity in early childhood learning is a multi-dimensional process and requires professionals to be mindful of their students’ backgrounds (ECE CompSAT, 2014). Within the culturally-responsive approaches to education, it is also important to bring children’s parents, caretakers, and other close relatives to have a community base that celebrates diversity.

The video “Anti-Bias Lessons Help Preschoolers Hold Up a Mirror to Diversity” is 7:13 minutes long and discusses how some preschools in California facilitated conversations among kids about racial differences through an anti-bias curriculum, the goal of which is to teach them about the importance of diversity and inclusion. The main reflection from the video is that children respond to lessons on diversity very well; they try to find differences and similarities between each other’s appearances and comment on them (PBS NewsHour, 2017). In the context of the broader national divide over race, the art projects illustrated in the video allow infusing powerful messages into the classroom.

The video “ODE Early Childhood: Fostering Diversity and Inclusion” is 3:27 minutes long and speaks about the commitment to having highly diverse early learning classrooms. The key reflection from the video is that diversity can come with financial challenges that families experience and educational institutions can play the role of advocates and supporters in finding funding (Ohio Department of Education, 2018). The time that children spend in a diverse environment is invaluable for their future development and engagement with society.

The video “Cultural Understanding” is 5:46 minutes long and explores the topic of cultural understanding as something children from early ages must have in order to be effective during interactions with one another. The key reflection from the video is that regardless of the cultural background and potential language barriers, inclusive educational strategies allow getting children “on one page” during early childhood learning (Better Kid Care, 2015). Overall, diverse early childhood learning experiences make the transitioning to primary school much better for kids from different cultural backgrounds because they get to understand that people come with varying colors of skin, hair colors and textures, and languages.

The video “Supporting Cultural and Linguistic Diversity in Early Childhood” is 4:56 minutes long and gets in-depth about an inclusive and culturally diverse preschool environment. The main reflection from the video is that the educators are expected to collaborate with one another to embed the home cultures and languages of kids into their everyday preschool routines (BrookesPublishing, 2018). The practices to which children are used at home can be quite different from the customs and everyday processes that occur within their organizational settings. Because of this, it is imperative for early childhood educators to have an in-depth understanding of the cultural expectations of their students and adjust the learning process accordingly.

The video “Cultural and Linguistic Diversity: Case Study” is 4:39 minutes long and provides a case study about how early childhood educators can support children who speak English as their second or additional language (Queensland Curriculum and Assessment Authority, 2018). The primary reflection from the video is that cultural and linguistic diversity is expected to enhance the learning process because children come from different backgrounds and may not even speak English. This may create barriers in terms of their interactions with other kids. A solution to the problem was including parents in the learning process and asking them to increase the frequency of speaking English at home.

The video “Recognizing Bias and Promoting Equity in Early Childhood Settings” is 6:19 minutes long and shows how mental health consultants can promote anti-bias approaches in early childhood learning classrooms. The reflection from the video is that the integration of the anti-bias approach into the classroom can open an opportunity for relationship-based dialogues between the adults who care for their children (SAMHSA, 2017). It has been a problem that educators saw diversity as a limitation to learning, such as children now knowing English, which caused some issues during their learning. However, the anti-bias approach enables educators to look at this issue from a positive perspective and reap benefits from the multilinguistic capabilities of their students.

The video “Competencies for Teaching in Multicultural Classrooms” is 7:13 minutes long and explores the strategies educators can implement to foster diversity and multiculturalism in their classrooms. The central reflection from the video is that there are such competencies as positive action, communicative awareness, as well as openness to knowledge that can be of great benefit for educators who teach within multicultural classrooms (University of New Brunswick, 2019). It is important that educators know their students well and understand their levels of language competency and the challenges they encounter within the learning process. Facilitating plurilingual spaces can be highly beneficial as children will get opportunities to exhibit their language competencies and use them to their advantage in learning. Such spaces also enable active discussions of different cultural values and practices.

The video “Child Development Worldwide: A Cultural Approach” is 4:45 minutes long and discusses the different stages of development, from the prenatal stage to emerging adulthood, from the perspective of culture. The critical reflection from the video is that a child’s culture influences every stage of their development, with the distinct systems of values, traditions, and expectations embedded into their experiences (Pearson Higher Education, 2017). Besides, kids from different cultural backgrounds interact with one another at various stages of development and learn something from one another on a regular basis. Besides, with the widespread use of social media, kids are exposed to multiculturalism on a regular basis.

The video “Embedding Culture in Practice for Kindergarten Teaching and Learning” is 5:13 minutes long and shows how Indigenous early childhood educators expand on their students’ experiences with the help of cultural knowledge and ways of learning. The educators in the community shown in the video mention that they acknowledge the fact that children have lived through different experiences in their families and communities (Queensland Department of Education, 2016). Within the Indigenous community, it is important for children to know their culture when they come to a certain age, which is why embedding some cultural practices into education can be of benefit.

The video “Kids Share Their Cultural Tradition Show and Tell” is 4:57 minutes long and illustrates how kids from different cultural backgrounds show each other snippets from their traditions, such as a Korean boy showing everyone the New Year’s bow (HiHo Kids, 2020). The central reflection from the video is that children can learn cultural traditions from each other very well because their lively interactions engage one another.

The video “All Kinds of Children. Diverse Culture Story Book” is 5:20 minutes long and presents the reading of a children’s book dedicated to diversity. The reflection of the video is that the book can be used by early childhood educators when they teach their young students about diversity (Fun Stories and Play, 2019). The book is colorful and includes positive messages about how there are kids of different cultures and that one culture is not better – they are all equal.

The video “Practical Tips for Working Effectively with Culturally Diverse Families of Young Children” is 1:10:24 hours long and provides a comprehensive overview for educators who work with children from diverse backgrounds. Because the video is quite long, it includes a broad spectrum of recommendations that teachers can use in practice. For example, the speaker talks about the process of meeting the parents and consists of some tips, such as making sure not to schedule any parent meetings and events with parents on days falling on cultural or religious holidays (Pacercenter, 2014). Another example of the tip is that Muslim parents may need to have a break during a meeting for prayer time (Pacercenter, 2014). Besides, when meeting with parents, teachers should ask whether they need an interpreter. Overall, the video provides an abundance of recommendations for working with children from diverse families.

References

BrookesPublishing. (2018). Supporting cultural and linguistic diversity in early childhood [Video]. YouTube. Web.

Pacercenter. (2014). Practical tips for working effectively with culturally diverse families of young children [Video]. YouTube. Web.

ECE CompSAT. (2014). Culture, diversity, and equity [Video]. YouTube. Web.

Better Kid Care. (2015). Cultural understanding [Video]. YouTube. Web.

American Educational Research Association. (2016) Ed-talk: The potential benefits of diverse schools and classrooms – Amy Stuart Wells [Video]. YouTube. Web.

Queensland Department of Education. (2016). Embedding culture in practice for kindergarten teaching and learning [Video]. YouTube. Web.

SAMHSA. (2017). Recognizing bias and promoting equity in early childhood settings [Video]. YouTube. Web.

PBS NewsHour. (2017). Anti-bias lessons help preschoolers hold up a mirror to diversity [Video]. YouTube. Web.

Pearson Higher Education. (2017). Child development worldwide: A cultural approach [Video]. YouTube. Web.

WisconsinDPI. (2018). Meaningful inclusion in early childhood [Video]. YouTube. Web.

Queensland Curriculum and Assessment Authority. (2018). Cultural and linguistic diversity: Case study [Video]. YouTube. Web.

Ohio Department of Education. (2018). ODE early childhood: Fostering diversity and inclusion [Video]. YouTube. Web.

University of New Brunswick. (2019). Competencies for teaching in multicultural classrooms[Video]. YouTube. Web.

HiHo Kids. (2020). Kids share their cultural tradition | show & tell | HiHo Kids [Video]. YouTube. Web.

Playing with a Purpose (2020). Teaching diversity in your toddler/preschool classroom [Video]. YouTube. Web.

Rationale

Classroom design serves the purpose of not only being aesthetically pleasing but also providing students with support through additional materials and engaging them in different activities by having various zones. Classroom Architect allows outlining the significant features of a classroom that can be used by teachers as a guide when approaching the task of creating a welcoming environment for students, which will be used in this case as well. This paper aims to present a design developed for children six to seven years old, explain the rationale for each choice, and provide a letter to families explaining the new features.

Main Choices

The primary purpose of designing this classroom was to create a welcoming environment for children. Also, it is vital to keep in mind the implications of age and best learning practices to leverage the available space and ensure that the environment encourages students to learn effectively. According to Barrett (2015), much attention is dedicated to the qualifications of school teachers and their competencies while “what is less known is what impact the room where children are taught has on their achievement or performance” (para. 1). Appendix B presents the depiction of the proposed design created using classroom architect (“Outline your classroom floor plan,” n.d.). It was developed in accordance with professional and ethical standards and aims to incorporate proper strategies for encouraging student learning.

This classroom aims to accomplish several goals, with the main emphasis on having a comfortable and welcoming environment where students feel engaged and interested in participating in various activities. According to Kohn (1994), it is impossible to motivate students, although many apply rewards and punishments in an attempt of accomplishing the task. Instead, the author suggests that developing an appropriate classroom culture will be beneficial for improving a student’s interest in learning.

This is substantiated by Porter (2013), who argues that educators have to be aware of how they act and more importantly react to student’s behaviour, especially disruptive one. It is vital to avoid labelling someone as right or wrong and instead listen and guide. This evidence suggests that while adequately arranging a classroom is necessary, the culture that is fostered by a teacher within the space should not be overlooked.

Based on the examined evidence, the question of how to create a proper classroom environment for children aged 6 to 7 years old arises. A valid approach is to observe students and pre-plan the space prior to the beginning of classes based on their needs and preferences (“Environments that promote learning,” n.d.). However, some best practices and guidelines exist that can aid teachers and will be used in this paper.

Reading and Discussions

Firstly, the goal of the internal space was to create an environment that encourages interpersonal communication. This aspect is especially crucial for reading since Kohn (2010) recommends creating a community of readers to support the desire of children to read. For this purpose, a particular area dedicated to discussions about the material that was read is included in the classroom space. On the floor plan, this is a purple round rug with a round table and chairs. Bookshelves are also located in this zone to provide easy access to materials for both the teacher and students.

It should be noted that areas designed for educational purposes are separate from zones where children can relax, for instance, the breakout space and the playground area on the opposite side of the room. This choice was made purposefully, to provide a clear structure to the room and help the learning process by having different activities in areas specified for them. In addition, by having this distinction, students should feel more comfortable socialising and interacting with their classmates within the break space while others continue to study.

Having one round table for all students instead of individual tables for each student in this area was a rational choice as well. This structure is ideal for communication and cooperation between students (“Roundtable learning strategy,” n.d.; Parsons, 2016). This space should resemble a discussion club where students feel comfortable talking about reading with each other.

Mathematics and Other Subjects

Although at the age of 6 to seven children only begin to comprehend the basis of mathematical concepts, it nevertheless is crucial to make certain that they find these lessons interesting to foster an appropriate attitude. Messier (2015) argues that by encouraging students to be a part of a do it yourself or DIY projects when studying technical subjects, teachers can promote matter learning outcomes. Hence, the area for learning these subjects has to incorporate materials for arts and crafts. The focus should be on exploration, and thus, in this area, children will have access to a variety of materials that they can use to build and create DIYs while learning mathematics. On the design plan, this area is located at the top left corner and incorporates tables, shelves, and a teacher’s desk.

Outside Zone

Another aspect that was considered when designing this classroom is the need to utilise both indoor and outdoor space available to have several options for different activities. Bratton, Crossey, Crosby, and McKeown (n.d.) state that outdoor areas provide great learning opportunities and activities for young children and this evidence was used when establishing the need for having additional out of classroom space included in the process of designing this classroom.

The authors recommend having a garden with both grass and hard services that will inspire students learn new skills by exploring. The presence of natural materials, for instance, leaves or stones, is a vital part that helps contain the authenticity of this space. This area can be used for science discussions or game activities. The main objective is to encourage playing and movements that will help children leveraged the sensory experiences in their learning process.

Another suggestion integrated into this classroom design is the need to combine the indoor and outdoor spaces and design them with a sense of unity in mind. Bratton et al. (n.d.) state that children have to have simultaneous access to both spaces. This is reflected in the floor plan since the garden is located right outside the classroom. Within this floor plan, the green at the right indicates the garden to which children have direct access. Of course, this is a representation of an ideal case scenario where the school is constructed in a way that allows young children to have classrooms adjacent to an outside play zone. An alternative to this would be a larger break space with minimum furniture where children can play and explore. The bottom right corner of the plan incorporates additional storage and sink.

Walls and Decorations

It is a common practice to use posters and other supplementary material that will help students learn as part of the design. Barrett (2015) recommends approaching the walls decorations with cautiousness and have a balance between posters that should stimulate learning and works created by the students. Moreover, 20% to 50% of the space should be left black since the author’s research suggests that this approach is the most effective.

One suggestion is to incorporate activities that target exploration of student’s cultures and use different information, for instance, posters created by students about the customs and values of their culture as part of the decoration. Pacini-Ketchabaw (2012) suggests that “when an educator looks at the clock on the wall and declares that it is time to tidy up or to go outside, she declares professional awareness of what is appropriate in early childhood” (p. 155). While there are different approaches to arranging a time and working with the clock, it is necessary to have one within the classroom, which is not reflected in the scheme due to lack of such element in the planning software.

Arguably, the colours used when painting the walls of a classroom space matter as well. Individualisation has to be incorporated in the classroom design to ensure a boost in student’s productivity (Barrett, 2015). This is supported by flexibility, which will enable making changes to the purpose of the space based on the requirements of a learning plan. Breakout space was incorporated into the indoor area of the classroom to offer students a place where they can rest and relax.

Evidence provided by Barrett (2015) suggests that having such a zone in a class in more effective when compared to using corridors or areas outside the learning space. Within this floor plan, this zone is located at the top right corner and is outlined in yellow. It is located near the exit to the garden and has two sofas to provide children with an opportunity to rest.

Collaboration with Families and Diversity

Appendix A contains a letter written for the children’s families that explains the purpose and main features of the new design. Student’s learning outcomes depend significantly on the engagement of family and this classroom recognizes the need to encourage relatives to become engaged in the learning process (“Quality area 6,” n.d.). The goal is to develop a partnership between the families and a teacher to ensure that both parties understand each other’s values and goals.

Cultural competence is another part of the education process that has to be reflected in the design. In order to find out more about the children and their cultural background it is necessary to apply the metaphor of mystery, which encourages one to locate more information, find cues, and look for missing insights (“Cultural competence,” n.d.). In order to do so, both partnerships with parents and specific elements of design reflecting appreciating for diversity should be incorporated.

The proposed design is welcoming for both children and adults because families are encouraged to provide their insight. Additionally, it honours diversity because it encourages families and children to share information about their background. The approach used in this paper incorporates observation of students and presenting them with the ability to decorate the classroom while educating their classmate about their cultural background (“The 7 E’s of classroom design,” 2016).

The letter to parents engages families in the process of planning and executing the design and offers them to talk about their ideas about the planning that reflect their values and views. In addition, it follows ethical and professional standards because it supports diversity and collaboration and aims to create a healthy balance between learning and development and playful activities and is developed in accordance with the National Quality Standards (“Building strong partnerships with families,” 2012). Finally, the proposed design aligns with a personal approach to guiding behaviour.

From my perspective, students have to have enough space and materials to do different activates during the day; for instance, read, do DIYs, or play with their classmates. The environment of the classroom has to be efficient in this sense, to incorporate all the necessary materials while being comfortable.

In a way, this is consistent with the student-centred approach described by Gonzalez (2018) who argues that classrooms should be comfortable, with flexible setting options and emphasis on collaboration between students and that asking students is the key to efficient planning. This approach challenges the traditional classroom planning but allows teachers to pay more attention to the activities that interest students and promote learning. In the case of six and seven-year-olds, it is between to ask both students and their parents to ensure that the classroom incorporates enough space for activities valued by the families.

Conclusion

Overall, this paper aimed to outline classroom design features that will help improve the learning of schoolchildren aged 6 to 7 years old. The main focus is on having a clear structure of different areas – breakout space, studying space, discussion place, playground. Another important feature is having an outdoor space since children of this age learn by engaging with the environment. The reading and discussion area are separated from the space dedicated to mathematics because the first one aims to mimic a book club, while the second focuses on DIY activities.

References

Barrett, P. (2015). Classroom design can boost primary pupils’ progress by 16%. Web.

Bratton, C., Crossey, U., Crosby, D., & McKeown, W. (n.d.). Learning outdoors in the early years. Web.

Building strong partnerships with families. (2012). Web.

Cultural competence – Seeing life beyond our own existence. (n.d.). Web.

Environments that promote learning. (n.d.). Web.

Gonzalez, J. (2018). 12 ways to upgrade your classroom design. Web.

Kohn, A. (1994). The risks of rewards. Web.

Kohn, A. (2010). How to create non reads. Web.

Messier, N. (2015). The how’s and why’s of going ‘full STEAM ahead’ in your classroom. Web.

Michelle, A. (n.d.). Academic learning among 6-7 year olds. Web.

Outline your classroom floor plan. (n.d.). Web.

Pacini-Ketchabaw, V. (2012). Acting with the clock: Clocking practices in early childhood. Contemporary Issues in Early Childhood, 13(2), 154–160. Web.

Parsons, C. S. (2016). “Space and consequences”: The influence of the roundtable classroom design on student dialogue. Journal of Learning Spaces, 5(2), 15-25.

Porter, L. (2013). Behaviour – What to do when the gloves come off. Web.

Quality area 6: Collaborative partnerships with families and communities. (n.d.). Web.

Roundtable learning strategy. (n.d.). Web.

The 7 E’s of classroom design. (2016). Web.

Appendix A

Letter to Families

Dear Student Families,

I am writing to you to notify of the changes that will occur to the classroom’s design in the future. The objective is to transform the space following the state of art teaching practices that help engage students and aid the learning process. Above all, I would like to add that we appreciate any suggestions that you may have in regards to this classroom design. Do not hesitate to contact us and provide your suggestions or perhaps informs us about any particular detail about your child that can help enhance this design and make it more welcoming.

The main aim of this design was to leverage the existing knowledge in guiding and motivating students aged 6 to 7 years old. According to Michelle (n.d.), the primary goal of education for children ages six to seven is to prepare them for significant academic changes that will occur in their future. This incorporates enhancing the understanding of mathematic concepts, advancing in reading, developing motor skills, and establishing foundations for critical thinking. For this purpose, a separate area for reading and discussing the material was created, which has a round table surrounded by bookshelves.

While learning activities are crucial, and this design incorporates different areas that target various activities, the need for having space where children can play and take a break is recognised. Hence, an integral part of the design is the garden to which children will be able to have direct access and a break zone with sofas. Parents and family members are welcomed to visit the classroom and spend time in these areas with their children.

Sincerely yours,

Teacher

Appendix B

Behaviors, Patterns, and Learning Needs of the Student

Teachers can better understand their students’ unique learning styles and needs by recognizing typical and atypical development knowledge. Lolita is a pretty young lady in first grade from a middle-class family. It turns out the adolescent is Native American and has dyslexia. The girl cannot learn new words, internalize and understand what she hears because of this handicap. In addition, she has a hard time coming up with the correct phrases to respond to class inquiries. While she knows the answers to questions presented in school, she struggles to articulate them in a way understandable to her peers. Students and children with dyslexia display all of these symptoms (Nagro et al., 2019). Therefore, this paper includes a lesson plan for teachers, administrators, and other personnel working with Lolita.

Three Standards-based Instructional Unit Topics

Students must be evaluated and assessed to see the light of what they have been taught at any academic institution. However, standard-based instructions are required to accomplish this. Standard-based instruction is a system that aids students in understanding what they are taught as their education progress by grading and analyzing their performance. Here are the three standards-based instructional unit topics that will aid Lolita’s learning and development: description of several words, tales reading and understanding, and counting of even and odd numbers.

Description of Instructional Strategy and Assessment

Description of several words

Strategy

Locate and remove all descriptive terms. The student’s book should be updated with the new words. During the learning process, it is vitally crucial to use illustrative language when communicating with the student (Hebert et al., 2018). Always ensure that the learner is consistently reminded about the meaning of those words that describe the qualities.

Assessment

When students are speaking with other students, they should be encouraged to use descriptive language in their conversations and interactions with those students. They should be able to emphasize illustrative terms and acceptably apply them when constructing sentences with such words. It is also essential to encourage the student to read the narrative with her peers, as this will assist evaluate how far she has come with her reading ability.

Counting of even and odd numbers

Strategy

If blocks labelled with numbers are used when instructing a student on topics relating to numbers, the educational process can be more fun for the learner. Additionally, you may use the blocks’ coloring in various ways to help engage the learner in the learning process.

Assessment

Ask the student to sort the numbers into even and odd categories, then ask them to arrange the even numbers on one side of the page. The numbers should be jumbled and scattered.

Summary of the Strategies

Every instructor should understand the unique skills of students with dyslexia. It aids them in identifying the most effective methods for improving student comprehension and learning. First, always remember to praise others. To help dyslexic pupils, for example, it is beneficial to congratulate them for lack of self-confidence. Instead of criticizing them, which will undermine their self-esteem, shower them with compliments to build their self-esteem.

Second, make use of written materials that are friendly. Educators should emphasize using symbols like bullets when drawing attention to important issues. According to Hebert et al. (2018), many wordings make it difficult for students to understand the material. This will assist students in understanding the material better. Lastly, designate manageable tasks. Students with dyslexia are at a higher risk of developing psychological disorders such as anxiety. When you give someone a substantial amount of work, they will likely become overwhelmed. Because of this, it is crucial to ask them only a few questions (CohenMiller et al., 2018). The only thing that needs to be done is to provide schoolwork that focuses on the essential topics.

Developmentally Appropriate Books

• Description of several words
  • Mackesy, C. (2019). The Boy, the Mole, the Fox and the Horse. First HarperOne hardcover. HarperOne, 1.
• Tales reading and understanding
  • Tatar, M. (2019). The Hard Facts of the Grimms’ Fairy Tales: Expanded Edition. Princeton University Press.
• Counting of even and odd numbers
  • Roger, P. (2017). First 100 Numbers. Board book – illustrated.

References

CohenMiller, A. S., Shamatov, D., & Merril, M. (2018). Effective teaching strategies: A brief overview.

Hebert, M., Kearns, D. M., Hayes, J. B., Bazis, P., & Cooper, S. (2018). Why children with dyslexia struggle with writing and how to help them. Language, Speech, and Hearing Services in Schools, 49(4), 843-863.

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131-140.

Classroom management can be viewed as a set of activities and procedures used by a teacher to create an effective learning environment. According to Steins, Wittrock, and Haep (2015), classroom management includes not only instructions but also the arrangement of the physical materials and environment, the emotional support, rules, and techniques to motivate students to learn, be attentive, engaged, and avoid misbehaving. This definition indicates that this process is complex, and it can be characterized by three important challenges that the faculty can face while focusing on the principles of effective classroom management.

The first challenge is the use of only reactive strategies to maintain the order in a classroom that is often based on the exclusive use of punishment and other disciplinary actions. The researchers and educators accept the fact many teachers choose reactive disciplinary strategies as more effective ones to manage the class because of the lack of skills in the appropriate utilization of positive preventive strategies (Mitchell & Bradshaw, 2013).

The other challenge is the teacher’s work in inclusion classrooms. Even though inclusion classrooms in schools reflect the modern social and educational demands and they have positive effects on diverse children, they create an additional challenge for children who need to focus more on selecting the appropriate classroom management strategies that can be not working for diverse students with different needs. The final important challenge to discuss is the students’ misbehavior or disruptive behavior. The children’s misconduct is the most reported challenge faced by teachers with different levels of expertise in classrooms. These challenges are significant to be discussed in detail as they affect the selection of classroom management activities, and they are also influenced by the choice of appropriate or non-appropriate classroom management strategies.

Challenge One: The Exclusive Use of Reactive and Disciplinary Strategies

Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599-610.

In their study, Mitchell and Bradshaw (2013) focused on examining the relationship between positive behavior and discipline strategies and students’ perceptions of the classroom environment. The psychologists found that students associated the positive support with a higher level of motivation and engagement, and they noted the improved order in the classroom in comparison to exclusionary discipline strategies. The results are important because they showed that disciplinary strategies are less effective to improve the discipline in the classroom.

Honkasilta, J., Vehkakoski, T., & Vehmas, S. (2016). ‘The teacher almost made me cry’: Narrative analysis of teachers’ reactive classroom management strategies as reported by students diagnosed with ADHD. Teaching and Teacher Education, 55(1), 100-109.

Honkasilta, Vehkakoski, and Vehmas (2016), the Finnish educators, conducted the interviews with schoolchildren as a result of which it was found that the teachers’ reactive disciplinary strategies caused the further children’s misbehavior. It was reported that reactive strategies as responses to behavior problems are discussed as traumatizing and unfair. The study results are significant to support the idea that disciplinary classroom management strategies based on punishment can cause the children’s aggression, misunderstanding, and misbehavior.

Pas, E. T., Cash, A. H., O’Brennan, L., Debnam, K. J., & Bradshaw, C. P. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of School Psychology, 53(2), 137-148.

In their study, Pas, Cash, O’Brennan, Debnam, and Bradshaw (2015), the specialists of Johns Hopkins University, researched the impact of reactive classroom management on the students’ behavior. It was found that the students’ compliance directly depended on the strategy used by the teacher. Thus, in those classes where teachers used different strategies, the level of the students’ engagement was higher. In those classes, where teachers used strict reactive strategies with the focus on punishment and disapproval, the level of noncompliance was higher. The study is significant to support the ineffectiveness of exclusively reactive strategies in classroom management.

Challenge Two: Inclusion Influencing the Effectiveness of Classroom Management

Carneiro, R. U., Dall’Acqua, M. J., & Caramori, P. M. (2015). School inclusion and classroom management: Challenges and possibilities. Creative Education, 6(19), 2037-2044.

Carneiro, Dall’Acqua, and Caramori (2015) are educational psychologists who conducted the study to find out how inclusion in schools can influence the effectiveness of classroom management. The researchers noted that inclusion directly affects the diversity of the classroom. As a result, the effectiveness of traditional classroom management strategies decreases, and teachers face the necessity of adapting their approaches to managing students, and the overall quality of the classroom management can fall. This study is important to demonstrate why school inclusion can be regarded as a challenge for classroom management.

Yearta, L. S., Jones, J. P., & Griffin, J. (2014). Inclusion solutions: Exploring standards, English Language Arts, and the inclusion classroom. Childhood Education, 90(5), 375-378.

Yearta, Jones, and Griffin (2014) are researchers working at the University of South Carolina. The purpose of their study was to examine possible solutions to the issue of organizing more inclusion classes in the United States. It was found that the inclusion classroom is a challenging environment for teachers, and they need to pay more attention to managing the heterogeneous class while adapting procedures and instructions. The significance of the study is in the fact that it provides support to a state that inclusion classrooms are good for children who require social adaptation, but they are still challenging for teachers.

Monsen, J. J., Ewing, D. L., & Kwoka, M. (2014). Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment. Learning Environments Research, 17(1), 113-126.

Monsen, Ewing, and Kwoka (2014) are educational psychologists who conducted the study to examine the relationship between the teacher’s attitudes to inclusive education and the actual classroom management. It was found that those teachers who discussed inclusion as a positive phenomenon were more successful in their classroom management, they provide effective support to students, and the level of stress of both teachers and students was minimal. On the contrary, the negative attitudes to inclusion were associated with the inappropriateness of the classroom management and discussion of it as a challenging task.

Challenge Three: Misbehavior and Disruptive Behaviors

Hutchings, J., Martin-Forbes, P., Daley, D., & Williams, M. E. (2013). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems. Journal of School Psychology, 51(5), 571-585.

Hutchings, Martin-Forbes, Daley, and Williams (2013), the researchers specializing in school psychology studied the role of teacher training in improving classroom management while working with children who have behavioral problems. It was found that the misbehavior of students, off-task activities, disruptions, and negative reactions toward peers are challenges for effective classroom management as teachers lack skills in coping with the students’ misconduct. The research is significant as it showed the effectiveness of the teacher training program to address the problem in the classroom.

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports child behavior problems. Pediatrics, 130(5), e1136-e1145.

In their study, Bradshaw, Waasdorp, and Leaf (2012), the specialists of Johns Hopkins youth centers, focused on discussing the effectiveness of the prevention strategy to decrease the situations when students misbehave and when the classroom management does not have positive results. The researchers stated that behavior problems are a major challenge for the faculty staff concerning classroom management. However, prevention strategies and associated interventions to change educators’ behaviors can be appropriate to reduce misconduct in the classroom.

Pace, R. T., Boykins, A. D., & Davis, S. P. (2014). A proactive classroom management model to enhance self-efficacy levels in teachers of adolescents who display disruptive behaviors. Journal of Psychosocial Nursing & Mental Health Services, 52(2), 30-37.

Pace, Boykins, and Davis (2014) work at the University of Southern Mississippi and study the relationship between the teachers’ self-efficacy and the success of classroom management. The researcher found that when teachers participate in programs to increase their self-efficacy, these activities also affect the effectiveness of their classroom management strategies oriented to working with children who demonstrate misbehaviors. The significance of the study is in the fact that the researchers accentuated the positive role of classroom management programs in increasing the teacher’s self-efficacy and abilities to work with problem students.

Analysis of Exclusive Use of Reactive Strategies

Although reactive and disciplinary strategies and procedures are actively used by teachers as the main tools to maintain the order in the classroom, researchers point to the negative consequences of using only this type of classroom management strategies while working with students (Mitchell & Bradshaw, 2013).

The problem is in the fact that references to punishment, disapproval, and the pressure as methods to address the students’ misbehaviors are often perceived as increasing the tension between the teacher and problem students. As a result, the probability of intensifying the misbehavior increases, as it is noted by Pas et al. (2015). When only reactive strategies are utilized in the classroom, it is impossible to create a positive and productive environment and motivate students to improve their learning and behaviors without the use of disciplinary procedures. Each time when teachers choose punishment instead of praise, students’ trust in the teacher and his or her authority decreases.

The use of strategies that only respond to classroom management problems but do not solve them is a stressful process for teachers who demonstrate the lack of skills to maintain the effective learning environment and a painful experience for students who can demonstrate the higher level of opposition, misbehavior, and aggression (Honkasilta et al., 2016). The use of exclusive reactive strategies in classroom management is a challenge that needs to be addressed through the development of teachers’ skills in adopting preventive approaches and changing their attitudes to positive and supportive techniques as effective ones to work even with problem students.

Analysis of Inclusion as Influencing Classroom Management

Inclusion classroom environments are often discussed by teachers as challenging to work and maintain the discipline. The reason is that inclusive classes consist of diverse students who can be regarded as children with disabilities or children from diverse backgrounds. Diversity associated with inclusion is the main factor that makes classroom management a difficult task (Monsen et al., 2014). Inexperienced teachers can discuss the inclusion as a challenge, and many inclusive classrooms with the management of a low level can become a challenge for the faculty in the educational institution (Carneiro et al., 2015). Inclusion is viewed as a problem influencing classroom management because teachers fail to adapt the strategies to address the needs of diverse students and maintain the discipline to guarantee the focus on tasks and instructions.

The challenge of inclusion in classroom management is also associated with the necessity of being more emotional and emphatic to students’ needs and focus on the creation of a supportive environment. Still, this approach requires high-level skills in classroom management, and teachers can concentrate more on instructions than on addressing the psychological needs of diverse students (Yearta et al., 2014). Inclusive environments require more attention of teachers, and faculties are inclined to discuss them as difficult to be managed effectively. More resources are necessary to help teachers adapt their approaches and technologies to working with the highly diverse students, with the focus on students with disabilities.

Analysis of the Role of Misbehavior in Classroom Management

The misbehavior of children in the classroom is discussed as one of the most typical challenges for teachers who try to maintain the discipline. The problem is in the fact that students often ignore rules of behaving in the classroom, speak to each other when a teacher explains the material, bully each other, or demonstrate other types of disruptive behaviors. Such misconduct causes teachers to waste the lesson time for maintaining order and disciplinary actions.

As a result, the quality of instructions and learning can decrease significantly (Bradshaw et al., 2012). Thus, Hutchings et al. (2013) state that students with problem behaviors can disrupt the whole teaching-learning process in the classroom when a teacher is unable to cope with the issue effectively and manage the behavior of problem students. Such disruptions are the most common causes of ineffective learning and the lack of attention in students studying in elementary and middle schools.

When children have behavior problems, the management of such students is a challenging task for teachers as it is necessary to implement unique strategies to keep the attention of these students and guarantee their learning (Pace et al., 2014). As a result, many educators associate the classroom management skills with the teachers’ abilities to cope with any problem or disruptive behaviors to maintain the order and optimize the learning process. Therefore, it is important to note that disruptive behaviors are the most frequently identified challenges in classroom management.

Research-Based Solutions

The analysis of challenges in classroom management indicates the necessity of proposing effective solutions to each of the issues. In their research, Mitchell and Bradshaw (2013) propose the use of more positive support strategies to guarantee the high motivation of students to learn better and become more engaged in the lesson activities. As a result, the effectiveness of classroom management increases. Pas et al. (2015) noted that prevention is usually more effective than the reaction in the classroom as prevention is based on the positive, child-oriented strategies when the reaction is often based on disciplinary actions rejected by students.

It is impossible to expect positive solutions to the problem of misbehaving in the classroom when teachers lack skills in balancing different strategies with the focus on prevention rather than reaction (Honkasilta et al., 2016). Therefore, the balanced use of preventive and reactive strategies, as well as the positive and disciplinary procedures, is the researched-based solution to the problem of the exclusive use of strategies that are based on the prohibition, punishment, and discipline.

According to Yearta et al. (2014) and Monsen et al. (2014), the inclusive classroom is the reality to which teachers need to adapt while developing new strategies, formulating rules, and proposing strategies that can be working for different students. The number of inclusive classrooms will increase in the United States, as well as other countries, and educators should be trained with the help of effective programs to become supportive and productive (Carneiro et al., 2015).

The solution to the problem of management in the inclusive classroom is the provision of more training for teachers to educate them regarding the adaptation of the traditional instructions and procedures to the needs of diverse students. The training is important not only to teach how to adapt and use classroom management strategies in diverse classes but also how to change the attitude to the challenging inclusive classrooms.

In their research, Hutchings et al. (2013) and Pace et al. (2014) accentuated the benefits of training programs for teachers that are helpful to improve their skills in working with problem students. These programs are also important to increase the teachers’ self-efficacy regarding their authority and expertise to work in challenging classroom environments. The misbehavior of students is a typical challenge for classrooms, and teachers should regularly improve their skills in working with problem students to prevent or address the misconduct.

Therefore, the appropriate solution to the issue of misbehavior and disruptive behavior is the training of teachers regarding preventive strategies that can be used to maintain the order in the classroom, set rules, demonstrate the limits of allowable behaviors, improve the communication with students, and guarantee the reduction of cases associated with the disruptive or problem behaviors. It is important to educate teachers regarding the techniques that allow students to understand how they may treat each other and how to behave in concrete situations,

Conclusion

Although the faculties work to improve the classroom management skills of teachers, some challenges prevent educators from succeeding in maintaining the order and the appropriate learning environment during lessons. These typical challenges are the overuse of reactive strategies oriented to punishment, the inclusion caused the impossibility to address the diversity and the misconduct associated with a range of disruptive behaviors. To address these challenges, it is necessary to implement research-based strategies. Thus, researchers propose to balance preventive and reactive management strategies and develop necessary leadership skills with the help of training programs oriented to work with inclusive and problem classrooms. These solutions are important to develop favorable teacher-student relationships.

Classroom Observations

Observation Form

The observation form was developed to reflect the activities of teachers in selected classrooms, as well as their use of management skills. It was also important to provide the assessment of classroom management abilities of those teachers who work in the High Scope classroom and Grade 8 of the public school. For the first observation, the High Scope classroom was selected since the environments and activities in such classrooms differ significantly from the traditional pre-kindergarten and kindergarten activities. The second observation was conducted to assess the classroom management skills of the teacher of History working with adolescents in Grade 8.

The First Classroom Observation: High Scope Classroom

Completed Observation Form and Notes

Analysis of Observation and Recommendations

The obvious strength of the observed approach to classroom management is the ability of the teacher to address the needs of all students working in the classroom. Students with disabilities were involved in the work, and settings were arranged for them to guarantee equal participation in activities (Lamport, Graves, & Ward, 2012). Also, the teacher organized the effective communication of rules before starting the activity, and all students followed them. Moreover, the teacher demonstrated high-level skills in maintaining the discipline in the classroom, and this fact indicates that the teacher has developed leadership skills.

Even though reactive positive strategies were used by the teacher along with warnings, it is possible to recommend the further focus on the use of the verbal praise and the physical rewards as positive responses to the children’s expected behaviors as these approaches work to increase the students’ interest and motivation (Bear, Chen, Mantz, Yang, & Huang, 2016). It was noticed, the use of praise was limited by the teacher, as well as any other form of the verbal encouragement that is important to maintain the positive atmosphere in the classroom (Beazidou, Botsoglou, & Andreou, 2015). From this perspective, the teachers’ classroom management skills can be discussed as developed, but the teacher’s communication with children is too formal, and this fact can influence her sensitivity and empathy, as well as the overall climate in the classroom.

The Second Classroom Observation

Completed Observation Form and Notes

Analysis of Observation and Recommendations

While referring to the observation results and notes, it is possible to conclude that the classroom management skills of the teacher of History working with students from Grade 8 are not developed enough to address the needs of adolescents, involve them in the work, and maintain the order in the classroom. The teacher succeeded in organizing the work of the student with disabilities and the English Language Learners. However, he could not motivate all the students to participate in in-class activities. The reason is in the ineffective use of preventive classroom management strategies and the communication of rules and procedures used during the lesson (Dicke, Elling, Schmeck, & Leutner, 2015). As a result, several students demonstrated the disruptive behaviors and spoke to each other preventing the class from following the teacher’s explanation. It is also possible to assert that the cause of the students’ low level of concentration is the failure to monitor the students’ activities constantly while interacting directly with them and moving around the class.

To address the weaknesses in the classroom management strategies used by the teacher of History, it is necessary to recommend the following changes in his behavior: (1) to focus on preventive strategies and state rules and principles of procedures before starting activities; (2) to monitor the students’ behavior constantly (Moore, Anderson, Glassenbury, Lang, & Didden, 2013); (3) to use both praise and punishment depending on the students’ behaviors; (4) to differentiate the activities to make them interesting and appropriate for different students (Siegle, 2014); (5) to refer to students’ needs and prepare the classroom environment before starting the lesson; (6) to communicate with students openly while accentuating his leadership and authority in this class.

Assessment of Data

The effectiveness of classroom management directly depends on the demographical characteristics of the class. The quality of classroom management can be determined with the focus on the students’ assessment results and learning outcomes. To state what factors associated with the demographics can influence the quality and character of the classroom management, it is necessary to assess the annual enrollment data typical of the state.

It is also significant to assess the data regarding the students’ achievements in English Language Arts (ELA). The focus of this analysis is on the data on the enrollment and ELA assessments in public schools of the state of New York in the 2014-2015 academic year. The detailed evaluation of the public school’s enrollment data and ELA results reported for the state of New York will be provided.

Analysis and Assessment of the Enrollment Data

The discussed data present the information regarding the demographical characteristics of students enrolled in public schools in the state of New York in 2014 and during the 2014-2015 academic year. It is important to note that in 2014-2015, the number of enrolled male and female students was almost equal (51% and 49% accordingly). 45% of students were White Americans when Hispanics represented 25%, African Americans represented 18%, and Asians represented only 9% of students (The New York State Report Card, 2016).

Thus, classes in public schools in New York are mostly composed of white and Latino students with a high percentage of African American students, and the percentage of Asian students is comparably small. The diversity in the classroom is influenced by the fact that students from poor or economically disadvantaged backgrounds represent 54%, 17% of students are persons with disabilities and require special services, and 8% of students are English language learners (The New York State Report Card, 2016). Focusing on the average age of students, it is important to state that the highest number of students (8% of the whole student population) study in the first grade, the second grade, the third grade, the ninth grade, and the tenth grade.

Analysis and Assessment of Students’ Results in English Language Arts

The results of ELA assessments are important to determine the students’ progress regarding learning the English language in different grades. These data are important to be discussed in the context of classroom management as it allows concluding regarding the overall level of the students’ proficiency and their skills. 31% of students were rated as proficient in 2014 and 2015. The proficiency of female students increased by 1%, from 35% to 36% in 2015, and the proficiency of males remained stable. The results of American Indians improved by 2%, from 22% to 24%, and the results of Asian students improved by 3%, from 50% to 53%, as well as the results of white students that increased by 2%, from 38% to 40%. Among African Americans, 18% of students were proficient in ELA. Among Hispanics, this number is 20% (The New York State Report Card, 2016). Only 8% of migrants were rated as having the proficient level in ELA.

Speech

• Audience: Educators working in the state of New York and interested in improving classroom management in inclusive classrooms.
• General Purpose: To inform.
• Specific Purpose: By the end of my speech, the audience will understand the specifics of the enrollment and ELA data for public schools in the state of New York as I will refer to my conclusions on how these data can be associated with the quality of classroom management these schools.

It is an issue for debates, but the factor of demographics in the classroom is often the key aspect to influence the effectiveness of the management, instructions, and the students’ learning. The student population studying in the public schools of the state of New York is rather diverse ethnically as according to the data of 2015, 45% of students are White Americans, Hispanics represent 25% of the student population, 18% of students are African Americans, and Asians represent only 9% (The New York State Report Card, 2016).

These data demonstrate that the high level of racial diversity in the classroom can become a challenge for teachers to succeed in classroom management (Bigelow, Elsass, & Arndt, 2015). Today, I want to share the results of my analysis of the enrollment data and results of the English Language Arts (ELA) assessments, as well as discuss the data in the context of its possible impact on classroom management. First, it is important to present and discuss the enrollment data for public schools in New York in 2014-2015.

Inclusive classrooms and groups with English Language Learners or migrants are typical of the public school system, as it is noted by DiCerbo, Anstrom, Baker, and Rivera (2014). As a result, the enrollment data that are different for each academic year are important to be taken into account while discussing factors that influence classroom management. Thus, in 2014-2015, teachers in the public schools of New York faced the necessity of working in the highly diverse classrooms where the majority of students was represented by three large racial groups: White Americans, Hispanics, and African Americans, representing 45%, 25%, and 18%, of the student population accordingly (The New York State Report Card, 2016).

The percentage of Asian students was unexpectedly small as they represented only 9% of students. However, it is important to mention that the management strategies of teachers are also influenced by the social diversity of the class (Janmaat, 2012; Veerman, 2015). In 2014-2015, the majority of students (54%) came from economically disadvantaged families, 17% of students had special needs, and 8% of students were English language learners (The New York State Report Card, 2016). Moreover, teachers working in grades 1-3 and 9-10 faced the challenge of managing the expanded classes as 8% of the whole student population study in each of the mentioned grades.

The ELA results demonstrate the level of the students’ proficiency in learning the English language, and this assessment is discussed since it demonstrates the level of the students’ overall literacy. Proficiency is the measure indicating that students have achieved Level 3 and Level 4 in their knowledge of the language. Still, only 31% of students were rated as proficient in ELA in 2014-2015. Among them, 36% of students with proficient knowledge of English were females, and only 26% were males. With the focus on races, the highest results demonstrated Asians, showing 53% of proficiency, and whites, demonstrating 40% of proficiency (The New York State Report Card, 2016). Only 8% of migrants were rated as having the proficient level in ELA, and only 5% of students with disabilities had proficient knowledge in English.

The analyzed data demonstrates the high level of diversity observed in public schools of New York and the high level of differentiation typical of various demographical groups of students. These data allow revising the approaches to arranging classrooms according to the needs of diverse students to improve classroom management (Kumari, 2012; Thijs & Verkuyten, 2014). The number of enrolled students changes each year, as well as their demographical profiles.

Therefore, teachers need to recognize the specific features of their classes and modify the classroom management plans and schedules according to the needs of the whole class and individuals represented by minorities, students with disabilities, and English Language Learners (Arizpe, Bagelman, Devlin, Farrell, & McAdam, 2014; Hoglund, Klingle, & Hosan, 2015). Classroom management activities should be modified and adjusted to the needs of students as the quality of instructions, cooperation in the classroom, teamwork, and discipline directly affect the level of students’ proficiency reflected in assessment results.

From this perspective, the regular monitoring of the enrollment and assessment data allows understanding tendencies in changing the demographics in public schools of the state. Now, we know that the high level of diversity is a characteristic feature of classes in the state of New York, and this aspect explains the importance of focusing on classroom management activities in these environments. Therefore, the monitoring and analysis of the enrollment and assessment data are effective strategies to provide educators with the necessary information regarding the demographical and social characteristics of their classes.

Supporting Visuals

References

Arizpe, E., Bagelman, C., Devlin, A. M., Farrell, M., & McAdam, J. E. (2014). Visualizing intercultural literacy: engaging critically with diversity and migration in the classroom through an image-based approach. Language and Intercultural Communication, 14(3), 304-321. Web.

Bear, G. G., Chen, D., Mantz, L. S., Yang, C., & Huang, X. (2016). Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools. Teaching and Teacher Education, 53(1), 41-50. Web.

Beazidou, E., Botsoglou, K., & Andreou, E. (2015). Classroom behavior management practices in kindergarten classrooms: An observation study. Hellenic Journal of Research in Education, 1(1), 1-16. Web.

Bigelow, B., Elsass, P., & Arndt, M. (2015). Dialogue in the graduate management classroom: Learning from diversity. The International Journal of Management Education, 13(1), 48-56. Web.

Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136-e1145. Web.

Carneiro, R. U., Dall’Acqua, M. J., & Caramori, P. M. (2015). School inclusion and classroom management: Challenges and possibilities. Creative Education, 6(19), 2037-2044. Web.

DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on teaching academic English to English language learners. Review of Educational Research, 84(3), 446-482. Web.

Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48(1), 1-12. Web.

Hoglund, W. L., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337-357. Web.

Honkasilta, J., Vehkakoski, T., & Vehmas, S. (2016). ‘The teacher almost made me cry’: Narrative analysis of teachers’ reactive classroom management strategies as reported by students diagnosed with ADHD. Teaching and Teacher Education, 55(1), 100-109. Web.

Hutchings, J., Martin-Forbes, P., Daley, D., & Williams, M. E. (2013). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems. Journal of School Psychology, 51(5), 571-585. Web.

Janmaat, J. G. (2012). The effect of classroom diversity on tolerance and participation in England, Sweden and Germany. Journal of Ethnic and Migration Studies, 38(1), 21-39. Web.

Kumari, S. (2012). Preparing teachers for diversity among learners in the classroom. Scholarly Research Journal for Interdisciplinary Studies, 1(3), 603-610. Web.

Lamport, M. A., Graves, L., & Ward, A. (2012). Special needs students in inclusive classrooms: The impact of social interaction on educational outcomes for learners with emotional and behavioral disabilities. European Journal of Business and Social Sciences, 1(5), 54-69. Web.

Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on student perceptions of school climate: The role of classroom management and exclusionary discipline strategies. Journal of School Psychology, 51(5), 599-610. Web.

Monsen, J. J., Ewing, D. L., & Kwoka, M. (2014). Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment. Learning Environments Research, 17(1), 113-126. Web.

Moore, D. W., Anderson, A., Glassenbury, M., Lang, R., & Didden, R. (2013). Increasing on-task behavior in students in a regular classroom: Effectiveness of a self-management procedure using a tactile prompt. Journal of Behavioral Education, 22(4), 302-311. Web.

Pace, R. T., Boykins, A. D., & Davis, S. P. (2014). A proactive classroom management model to enhance self-efficacy levels in teachers of adolescents who display disruptive behaviors. Journal of Psychosocial Nursing & Mental Health Services, 52(2), 30-37. Web.

Pas, E. T., Cash, A. H., O’Brennan, L., Debnam, K. J., & Bradshaw, C. P. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of School Psychology, 53(2), 137-148. Web.

Siegle, D. (2014). Technology differentiating instruction by flipping the classroom. Gifted Child Today, 37(1), 51-55. Web.

Steins, G., Wittrock, K., & Haep, A. (2015). Contents of classroom management: What is necessary, what is possible, how is it done at school? Creative Education, 6(19), 2045-2062. Web.

The New York State Report Card. (2016). Web.

Thijs, J., & Verkuyten, M. (2014). School ethnic diversity and students’ interethnic relations. British Journal of Educational Psychology, 84(1), 1-21. Web.

Veerman, G. J. (2015). The relationship between ethnic diversity and classroom disruption in the context of migration policies. Educational Studies, 41(2), 209-225. Web.

Yearta, L. S., Jones, J. P., & Griffin, J. (2014). Inclusion solutions: Exploring standards, English Language Arts, and the inclusion classroom. Childhood Education, 90(5), 375-378. Web.

Introduction

Language arts involve the study of language and its many forms. In order to understand language arts, various tools could help analyze and describe written and specific language forms. Moreover, educators can use supportive tools to attain better results. Language arts are essential to learners as it helps in communication, critical thinking and problem solving, creativity and innovation, productivity, imagination, and curiosity. This paper focuses on language arts classroom setting for 5th grade, where learners require much attention as learning shifts to be more complex as compared to kindergarten, tutors are therefore to be mindful of content delivery and teaching techniques.

The Nature of ESE Students

Students with learning differences require modified teaching strategies and systematic monitoring in content delivery. In order to develop learners with maximum potential and to raise self-reliant and happy individuals, specific objectives should be put into consideration. ESE students will benefit from applying practical methods and strategies for their development. It is evident that ESE students are specially gifted, and when carefully handled, they score well in the classroom and outside the classroom (Baum et al., 2021). Classroom decor and its presentation are essential aspects of engaging learners; therefore, best teaching practices should be determined. Organizing a classroom space in the best structure invites an engaging and exciting learning space. In order to achieve some of the best teaching practices, various tools and methodologies are essential.

Word Wall

Setting a word wall is essential in a classroom space for grade 5 learners. It considers the needs of students with various skill levels within a classroom (Kish, 2018). The cabinets should be constructed at a friendly and perfect level for grade 5 learners so that they can, without height challenges, access resources for remembering a concept. In grade 5, learners are expected to grasp many terms more, so when responding to writing prompts or providing answers to text-based questions, setting up a word wall is instrumental as a resource for remembrance.

Classroom Expectations

Learning arts helps students become thoughtful human beings; therefore, setting up reminders of expected behaviors and how to respond to them is an essential aspect of designing a learning space. It is vital to expect that some events can be out of control while they remain essential for practice (Calderón, 2020). Creating a culture in a classroom where learners can control their response in the phase of an event and that their responses impact the outcome is vital. It will help to encourage learners and show them the correct way to continue their evolution.

Classroom Library and Black Wall Space

A simple, stocked, and spacious reading library for learners is essential. It encourages students to be consistent in reading; therefore, a tutor is entitled to ensure that there are books that learners can read from cover to cover. Blank walls provide an avenue to display charts and samples for easy access and have a particular designated space. Additionally, it is vital to create visual stimulation in the classroom by representing current results (Barrett et al., 2016). For this reason, these tools can be used.

Technology Application in Language Arts Teaching

With the advancement in technology worldwide, teaching language arts has become much more manageable. Innovative tools allow students to interact with other speakers via video, text, or audio in real life and improve their language art skills (Bahari, 2022). Moreover, virtual reality is a potent approach to teaching ESE students and enhancing their language skills (Bahari, 2022). Visualization of information and interaction with various objects improve memorizing and lead to better academic outcomes. For this reason, technology should be an integral element of the language arts teaching process.

Cultural and Linguistic Diversity

Creating a supportive learning-centered environment with a feeling of belonging, love, and value for students. At the same time, cultural diversity is vital for teaching language arts as it enhances cooperation with other individuals possessing the necessary skills (Dakin, 2017). Interaction between students globally will help to share experiences and exchange skills. Moreover, the unique background of every learner should be considered to create an atmosphere of tolerance (Dakin, 2017). At the same time, it is vital to align interaction with learners globally by using available technologies (Dakin, 2017). It will help to cultivate linguistic diversity and attain better outcomes.

Nature of 5th-Grade Students

Students in the 5th grade are in the stage of intellectual expansiveness. It is a period of transition from concrete operations to the solidification phase. The learners are interested chiefly in the natural world and how things work and want to be motivated (“Nature of the student,” n.d.). Group work at this level works best. Grade 5 learners want to be motivated and interested at all times. In addition, the learners here are actively receptive and more interested in factual information and love memorizing. Analogously, they are open to logic, organizing, and collecting facts. They are good problem solvers, and they have the ability to abstract.

Behavior Management Systems

With the nature of the learners outlined above, it is essential to manage their behaviors. Learners’ ultimate goal in school is to be molded into thoughtful and well-rounded human beings. Appropriate behaviors include maintaining a routine, setting rules with the learners, creating some stimulation sessions and sessions, maintaining positive language, and developing an excellent teacher-learner relationship. At the same time, behaviors useful for the process, such as focusing on achievement and acquiring outstanding language skills, should be supported (Tompkins, 2001). It would help to introduce appropriate behavior-management systems and attain desired goals.

Teaching Materials, Content, and Teaching Procedures

Finally, language arts for ESE students require using specific materials and procedures to guarantee that knowledge is generated. First, an educator should focus on using relevant and approved methodological practices offering equal access for all groups of learners (Tompkins, 2001). Second, materials and content should imply interaction with native speakers as part of cultural and language diversity cultivation (Tompkins, 2001). Finally, the content should be adapted to current students’ skills to ensure they understand offered information and can process it (Tompkins, 2001). It would ensure better outcomes and help to avoid difficulties with further progress.

Reaction to the Experience

Self-gratification is a reward that comes with teaching someone. The experience undoubtedly presents challenges and benefits. Every problematic issue strengthens one in various ways, meaning finding an appropriate solution and remembering acquired information is essential. Moreover, teaching offers numerous takeaways, some of which include accommodating different levels of learning and preferences, which was noted through observation. Being mindful of the gift of diversity in a classroom is also essential as it boosts esteem and promotes unity and a sense of belonging to students.

Conclusion

Teaching others is a complex task requiring much attention and effort from an educator. For ESE students, it is vital to create a specific environment and select methods that would help them to acquire the necessary knowledge and skills. For 5th-grade pupils, it is vital to ensure they have access to creative activities and technologies, allowing them to interact with others and master their language art competencies. For this reason, it is critical to ensure that the correct approaches are selected.

References

Bahari, A. (2022). Affordances and challenges of teaching language skills by virtual reality: A systematic review (2010–2020). E-Learning and Digital Media, 19(2), 163–188.

Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2017). The holistic impact of classroom spaces on learning in specific subjects. Environment and Behavior, 49(4), 425–451.

Baum, S. M., Renzulli, S., & Rizza, M. G. (2021). The twice-exceptional adolescents: Who are they? What do they need? In F.A. Dixon & S.M. Moon (Eds), The handbook of secondary gifted education (pp. 155-184). Routledge.

Calderón, S. S. (2020). Learning English through ICT tools. Wanceulen SL.

Dakin, J. (2017). Incorporating cultural and linguistic diversity into policy and practice: case studies from an English primary school. Language and Intercultural Communication, 17(4), 422-436.

Kish, T. (2018). The effectiveness of word walls on various groups of students. Honors Research Projects. 702. Web.

Nature of the student. (n.d.). Understanding Science. Web.

Tompkins, G. (2001). Language arts: Content and teaching strategies (5^th ed.). Pearson College.

Demographics

Introduction

The design of the classroom environment should reflect the demographic characteristics of learners. For instance, one should consider the age of students because it profoundly influences their behavior, attitudes towards studies, and interactions with peers or teachers (Niemeyer, 2003). Additionally, it is important to remember about their linguistic background because this variable affects their ability to acquire new skills. So, at first, one should discuss the pupils from a demographic perspective.

Grade level and subject area

This classroom will be designed for the needs of kindergarten students aged between 5 and 6. It will be used for different subject areas such as reading, writing, creative art, mathematics, and so forth. Therefore, the room should provide opportunities for various learning activities.

Total number of students

The class includes 17 students, nine boys, and eight boys. There are ten ESL learners. In this case, one should first consider Asian and Hispanic students. Apart from that, there is a boy with special needs. In particular, he has been diagnosed with the attention deficit hyperactivity disorder. It is also important to mention that the reading skills of some learners require much improvement. In turn, a teacher should make additional modifications for such pupils.

Other relevant information

Overall, one can argue that these children have very diverse backgrounds. In particular, their parents come from various countries and cultures. I do not know any details about the socio-economic status of their parents, but these people live in a low-income neighborhood. Still, there are no behavioral issues that can undermine the development of children.

Classroom environment

Introduction to the topic

Overall, the design of this classroom is based on the principle of inclusion. In other words, it is necessary to consider the needs of students who may differ in terms of their learning styles and language proficiency. Additionally, one should keep in mind that some of them can be affected by disabilities influencing their cognitive processes. In turn, a teacher should ensure that such pupils are not excluded from learning and communicative activities (McAllister & Maguire, 2012). Moreover, students can better acquire new skills if they can construct their learning activities independently (Puckett, 2013).

Furniture

The desks of children will be placed right in the center of the room, and at least, four students will sit at each of these tables. So, children, who have shared interests, will be able to work together. In turn, the teacher’s table will be placed near their desks and the carpet area where children can play. So, the educator will be able to make timely interventions if they are necessary. This argument applies to those cases when one of the learners prevents other children from studying. Furthermore, there will be a cupboard with books, and a table will be placed nearby.

This part of the class can be called a reading corner. These resources will be essential for helping those learners whose reading skills are not sufficiently developed. Additionally, toys will be located near the carpet area so that children can find them as soon as possible. These playing activities can improve the socialization of ESL students. While designing this classroom, I relied on the premise that there are several types of intelligence that teachers should recognize (Puckett, 2013). In other words, learners can be skilled in different fields such as mathematics or drawing. So, the design should enable them to participate in the activities that best fit their interests and talents.

Architecture

Much attention should also be paid to the location of immobile objects and structures in the room. At first, at least, two adjacent walls should have windows. Their presence is critical for the proper lighting of the class. Furthermore, the bathroom and the sink will be placed in one of the corners. The bulletin boards will stand near one of the walls. Overall, this design is supposed to serve the needs of the students who need to alternate their activities rather quickly.

Diagram

This chart illustrating the design of this room is included in the appendix.

The reasons for a choosing a particular layout

This design has been selected to promote the activities of students who may have different interests. For instance, some of them may enjoy drawing. So, they can spend more time near the white boards. Moreover, they can paint pictures at the table. These tables should include drawers with crayons, pens, pencils, and so forth. Apart from that, some children may take a close interest in reading. In turn, this classroom incorporates the library with a broad selection of books.

Additionally, much attention should be paid to the grouping of students’ desks. The learners, who may have special needs, can be seated together. A teacher can design a set of exercises and activities specifically for such learners. This opportunity can be essential if a teacher has to assign readings to these children.

The classroom design and the demographic characteristics of students

Overall, this layout reflects the demographic characteristics of students. In this case, one should focus primarily on the age of learners who are no older than six. Thus, they cannot concentrate on a certain task for a long time. Additionally, they can easily switch from one activity to another. For instance, they can be engaged in playing; however, they may soon to read books. Therefore, the design of the classroom should ensure that children can take part in various activities and exercises.

Positive behavior

Key principles

Teachers can promote the positive behavior of students if they ensure that rules are transparent. Moreover, they should apply to every child. For instance, it is not permissible to reproach some students for their misbehavior and overlook the same actions that could be committed by other learners. Moreover, an educator should not lay stress on the use of rewards and punishments because this method cannot always highlight the importance of norms. Instead, children need to understand why positive behaviors are inherently valuable (McAllister & Maguire, 2012).

Rules and routine

In the beginning, I will establish certain rules that can improve the interactions between children. For instance, a student is not expected to take the things belonging to other children without their consent. Additionally, children are not allowed to bully or insult their peers. The rules should not be imposed on learners. Instead, it is necessary to explain why some principles should be adopted. For instance, students should think how they would feel if someone else takes their books or pencils without permission.

Individual differences

Nevertheless, a teacher should keep in mind that students’ behavior can be affected by the factors that are outside their control (McAllister & Maguire, 2012). For example, a child with the attention deficit hyperactivity disorder can frequently disrupt the learning and teaching activities. In turn, educators should consider such distinctions. Their task is to design learning activities in such a way that can engage such learners. Furthermore, one should bear in mind that some children may not speak English fluently. The main danger is that such students often become alienated. Thus, the duty of a teacher is to involve such learners in various conversations because, in this way, one can better develop their communicative skills.

Finally, teachers should remember that learners may differ in terms of the cognitive skills that they have. Some of them can be more proficient in problem-solving and mathematics. In contrast, other pupils are more skilled in creative arts. So, an educator should recognize such differences. In turn, teachers should cooperate with the parents of students to ensure that the competencies of these children are not overlooked (Smith & Buchannan, 2012).

Emotionally safe environment

Overall, the emotionally safe environment can be promoted by minimizing the use of punishments that can often stigmatize a person. At this age, they can often make children feel insecure. Furthermore, one should eliminate every form of bullying in the classroom. A teacher has to explain that such behavior is not permissible. To a large degree, these examples suggest that educators can promote the emotional welfare of children by implementing and enforcing behavioral rules. It is one of the details that should be distinguished.

Specific behaviors

One can distinguish several behaviors that will be appropriate in this classroom. In particular, one should mention reading, problem-solving, or drawing. Moreover, much attention should be paid to the role of playing that contributes to the development of children.

Appendix: Classroom Layout

Reference List

McAllister, K., & Maguire, B. (2012). A design model: the autism spectrum disorder classroom design kit. British Journal of Special Education, 39(4), 201-208.

Niemeyer, D. (2003). Hard facts on smart classroom design: ideas, guidelines, and layouts. New York, NY: Rowman & Littlefield.

Puckett, K (2013). Differentiating Instruction: A Practical Guide. San Diego, CA: Bridgepoint Education.

Smith, R., & Buchannan, T. (2012). Community collaboration, use of universal design in the classroom. Journal of Postsecondary Education & Disability, 25(3), 259-265.

Analyzing performance data allows to adjust the content, forms, and methods of implementing classes to achieve educational results. The teacher can analyze data on children’s performance to consider this data in designing individual educational routes and curricula together with the child. According to Vrieling et al. (2018), the effectiveness of the educational process largely depends on the quality of its planning. Instructional planning establishes credible patterns and averts gaps in students. Planning helps the teacher evenly distribute program material throughout the year, consolidate it promptly, and avoid overload and haste. A correctly drawn-up action plan brings clarity, predicts difficulties, saves time, increases responsibility, and facilitates work.

Typology of planning on a temporal basis is one of the best instructional planning practices. Long-term planning involves determining the topics and hours allocated to the study of each broad section of the subject. It allows identifying and considering students’ physical, social, psychological, and cognitive barriers. In turn, medium-term planning is a toolkit for teachers to determine the results of studying a section by students and the way to achieve learning goals, including forms, methods, and resources. Short-term planning of one specific lesson allows determining the didactic goal of the lesson, educational and educational tasks, teaching methods, and forms of work in the lesson. An equally effective practice is the individualized education program (IEP), which ensures the development of an educational program. It is based on the individualization of its content, taking into account the characteristics and educational needs of a particular student. It allows choosing a certain pace, schedule, and teaching method, which increases the learning and cognitive motivation of the student.

An essential condition for the successful development of the personality of schoolchildren is the presence in the school and class of a favorable socio-psychological climate. Matoy (2021) asserts that the classroom atmosphere is an essential factor influencing the entire system of social relations, students’ way of life, their well-being, working capacity, and the level of creative and personal self-realization. In a favorable atmosphere, the student reveals himself, shows his abilities, and actively cooperates with the teacher and other students, which affects the learning process. With a favorable psychological climate, the student is proactive and efficient. On the contrary, with an unfavorable atmosphere in the classroom, students are clamped and passive. In such conditions, the student increases the motivation for independent learning and isolation from classmates. On the one hand, it contributes to developing such skills as independence, responsibility, and goal achievement. On the other hand, the formation of isolation and shyness and a decrease in communication skills are possible.

In nowadays’ educational process, it is not so much the transfer of knowledge that is becoming relevant but the upbringing of a motivated and proactive personality of a student. As a result, considerable attention is paid to students’ formation of higher-order skills. It implies the ability to find the correct information, analyze and synthesize it, draw logical conclusions, build evidence, critically process facts, and competently present research results. Sidik et al. (2019) note that thanks to the development of higher-order skills, learning turns from routine work into a purposeful, meaningful activity, during which students do real intellectual work and come to a solution to real-life problems. When using this technology, the children’s interest in the classroom is noticed because they themselves solve all the questions that arise. The teacher’s task is only to direct the desire of students to receive new information, to help systematize already known and new knowledge, and to draw conclusions. Thus, inquiry and the development of higher-order skills help students to independently determine the direction in the study of new material and independently solve issues.

References

Matoy, T. J. (2021). Classroom environment and academic achievement. International Journal of Novel Research in Humanity and Social Sciences, 8(3), 21-29.

Sidik, I. F., Awang, M., & Ahmad, A. R. (2019). The Relationship between students’ involvement in 21 st century classroom learning activities and higher order thinking skills.Malaysian Journal of Education, 44(1), 59-64. Web.

Vrieling, E., Stijnen, S., & Bastiaens, T. (2018). Successful learning: balancing self-regulation with instructional planning.Teaching in Higher Education, 23(6), 685-700. Web.

The use of classroom time is a critical aspect of effective teaching. The effectiveness of a teacher’s use of class time can greatly influence how well students perform on exams. Maximizing students’ test success is a prime priority for teachers, and one way to do this is by utilizing class time most. Research on the testing effect has repeatedly shown that testing oneself on material results in greater long-term retention than merely studying the material alone (Marzuki et al., 2021). This can help students consolidate their learning and enhance their recall on exam day. Therefore, the teacher should integrate testing into their review session to maximize the brief amount of class time available.

The teacher could use the hour of class time to apply various active retrieval techniques, considering their understanding of the testing effect. Pre-test reviews are the first step a teacher can take. The pupils will be tested based on what they have already learned. This pre-test will help the teacher identify areas of weakness and strength among the students. In order to learn effectively, it is crucial to activate previous knowledge, which the pre-test review does (Bruning et al., 2011). The educator can then concentrate on the areas where most students need to develop.

Another approach is to purposefully recollect information from memory during the review session by using retrieval practice. Quizzes, practice issues, and other tasks requiring students to remember knowledge from memory can help accomplish this. Retrieval training efficiently improves test success and long-term memory (Bruning et al., 2011). The instructor can employ this method to assist students in honing their memory retention skills in preparation for the upcoming test. The teacher might alternate between separate and collaborative activities, use a variety of question styles, such as multiple-choice questions, basic answers, and summative assessments, and incorporate multimedia resources, such as films or interactive simulations, to keep the class involved and dynamic. This will help maintain pupil interest and prevent boredom or fatigue throughout that one-hour lesson.

The teacher can make the most of that time by incorporating the spaced practice into the review session. Spreading out practice periods over time is known as spaced practice. This method has been demonstrated to increase knowledge retention over time. The teacher can employ this strategy by dividing the review session into smaller, more spaced-out sessions over a few days (Gawrisch et al., 2019). The teacher can conduct a review session for a few minutes each day for a couple of days before the exam.

In order to help students identify their areas of strength and weakness and to boost their confidence in their capacity to retrieve and recall the material, the instructor should also frequently provide feedback and reinforcement to them throughout the hour. This feedback could be verbal praise, written feedback on quizzes or exams, or one-on-one feedback sessions with students who may be struggling with specific concepts or skills.

The teacher must stress the value of continued practice and retrieval of the material beyond the class hour. The testing effect suggests that continued practice and retrieval of material over time is key to improving long-term retention and recall (Bruning et al., 2011). As a result, the teacher could encourage students to continue engaging with the material through homework assignments or other extracurricular activities.

In summary, the testing effect significantly affects how teachers can make the most of class time to raise students’ test scores. Teachers can aid students in improving their long-term retention and recollection of important concepts and skills by adding active retrieval techniques, including practice testing, various retrieval activities, frequent feedback, and a focus on continued practice.

References

Bruning, R. H., Schraw, G. J., & Norby, M. M. (2011). Cognitive psychology and instruction, (5th ed.).

Gawrisch, D. P., Richards, K. A., & Killian, C. M. (2019). Integrating Technology in physical education teacher education: A socialization perspective. Quest, 72(3), 260–277. Web.

Marzuki, Murniati, & Yusrizal. (2021). The role of academic supervision variables, school culture, and work motivation on Teacher Performance Senior High School. Advances in Social Science, Education and Humanities Research. Web.

Education is one of the oldest assets that started with the first human being. Since the beginning of human life, education has taken many forms which are geared toward bestowing knowledge to the young generation. In the recent past, a few centuries back, formal education has been introduced to most parts of the globe. This was contrary to the common traditional way of passing knowledge and information, which often involved gathering in the fields where the youth were told about new technologies and subjects. The introduction of formal education seemed to be having many advantages over the old type of education. Its general assessment of these advantages made it easy for people in the most developing continents and countries to embrace it. (Bean, 1999):

In the present day, there has been a drastic and dramatic change in the overall procedure and system of education. This has been brought by several factors such as advancement in technology as well as improved infrastru8ctiure and communication means. Due to technology, online learning has been possible. This form of learning, when well scrutinized, it seems to be easy as compared to classroom learning.

The commitment of this online education has enabled many candidates to obtain their education on their home grounds. Thus considering its advantages, online education is one of the most convenient ways of learning for those disadvantaged individuals due to distance. It cuts down the cost of traveling, buying books, and building classrooms. The cost which the parents can not avoid is tuition fees. This also cut down on rent costs where the students are boarders. Throughout many states, there is a growing consciousness that the cost of senior education is like a runaway freight coach. Hence, there is a need to get rid of unnecessary costs of bus fare and accommodation.

Online has an additional advantage to students. Students are exposed to exploit the new technologies; hence they are able to access easily all the needed learning material as well as examinations and results. Internet technology which is widely used by online schools, provides easy access to school facilities. This has acted as a way of easy information transfer between the students and the administration staff and tutors. This cuts down the institute’s operational cost by employing fewer numbers of staff officials and the cost of accessing other material from different institutions.. (Connick, 1997)

On the other hand, online education poses one great social disadvantage. The fact that learning takes place through the internet creates a clear indication that there are not intimate social relationships among the individuals making up the school community. They are just limited to chat sessions which may not be so often. This makes it difficult to understand some of the problems that are affecting students’ performance and does not provide the way forward of solving such problems.

Also, another problem that is associated with online learning is that technology is bound to change. The fast-changing technology creates barriers that hinder the transfer of valuable education. For instance, when a student is given an online exam, homework, or any other tests to do, it is very hard to supervise this student; thus, the answers given back to the examiner may not be right from his candidate. It should not be forgotten that there those science subjects which involve practical and research work. Teaching such courses online means limited learning materials because chemicals for chemists and devices that are required for physics practicals can not be e-mailed to the student.

This, in turn, renders ineffectiveness in the teaching methodologies and deteriorating research projects results. Most parents incur a lot of costs as many students who are mentally pre-mature spent too much money on unnecessary chat sessions on the internet. (Cardenas, 1998)

Classroom education provides a good environment for learning to those students who can attend school daily. The setting of this environment gives students the benefit of interaction. This promotes social development as well as an open exchange of ideas as opposed to the online environment. Although there is a good environment, the cost per student need is estimated to be more than $ 100 000. It is estimated that construction costs are $100,000 a classroom, at $90 per square foot. Academic building maintenance and replacement costs come in at $20 a year per square foot, $2000 per student, $10 per credit hour, and $4000 per course. (Albrecht, 1997)

Numerous students help in the contribution of valuable ideas, which built a strong team and group work. When there work together with their lecturers, they are able to get first-hand information. This also allows free exchange of ideas with no communication barriers. Students can clearly hear the comments made by other students. When they do so, those who are online have to pay for the services provided by the internet providers. (Burgen, 1996.)

While we look at a glance of the classroom education, the students can fully benefit from free communication means as it is the only face-to-face which costs nothing. Research discloses that the cost of online education is frequently the same as classroom education. However, most of us have a sense of what a classroom education school should cost. It looks like a white lie to say costs are the same because the maintenance of the electronics that are used in online education is very high. Their initial cost of purchase is not at the limits of poor citizens. Tuition costs in these schools are fairly well standard for the rich, documented, and standardized by credit hour.

Generally, it can be seen that neither classroom education nor online is more effective than the other. It is therefore advisable to combine both of these two methods in order to have better-taught elite without devaluation of the education set standards. (Evans, 1994).

Reference:

Bean, R. (1999): Lights, Camera, And Instruction: Library Instruction via Interactive Television: Central Michigan University Press.

Nipp, D. (1998): Innovative Use of the Home Page for Library Instruction. Research Strategies Burgen, A. (1996.): Goals and Purposes of Higher Education in the 21st Century: Kingsley Publisher.

Evans, T. (1994): Understanding Learners in Open and Distance Education.

Galbraith, M. W. (1998): Adult Learning Methods: A Guide for Effective Instruction: Krieger Publishing Company.

Rossman, M. (1995): Facilitating Distance Education: Journal Issue.

Whyte, S. (1996): spanning the Distance.

Albrecht, R. (1997): “The Western Governors University: A New Learning System for the 20th Century.

Cardenas, K. (1998): Saving Small Foreign Language Programs.

Connick, G. (1997): Issues and Trends to Take Us into the Twenty-First Century.