Entry 4!

Analysis of Classroom Learning Environment

Creating an Environment of Respect and Rapport

Explain how the classroom teacher established and maintained an atmosphere of trust, openness and
mutual respect in the classroom. Describe specific strategies used to encourage:
Positive student verbal and non-verbal communication skills
Positive student social interactions
In Class 1, the classroom teacher was fairly informal with the students, while still remaining professional.
She made sure that students knew that they could come to her with any questions, even if it didnt pertain
to music. There were many mornings I would come in and she would have a student in her office that had
come to her for advice and guidance. The teacher showed each individual student respect, and in turn
expected to have the same respect given back to her. She greeted each student at the door in the morning,
and made sure to always address students by name. In Class 2, the teacher had developed great rapport
with the students. They entered the classroom silently, and had phrases to remind them to be good
listeners and role models to the students around them. The teacher respected each students answer, even
if it was far off from the topic, and gave each student a fair chance to speak in the class. She was very
supportive of answers, always offering specific and constructive feedback to students.

Establishing a Culture for Learning to Encourage Student Engagement and Responsibility

Describe how the classroom teacher created a culture for learning in the classroom. Describe specific
strategies used to encourage:
Active engagement in learning
Student responsibility for their own learning
Student commitment to the subject
High expectations for achievement
Student pride in work
In Class 1, the teacher used different tactics to keep the students engaged for the duration of rehearsal.
The class periods were an hour and a half, so the teacher broke up theory work and rehearsal time, as well
as gave the students brain breaks. The teacher also used many questioning strategies, having the
students come up with the answers and solve problems that arose in class. This led to a student-centered,
constructivist classroom setting, putting the students in charge of their own learning. In Class 2, the
teacher creative a very active classroom setting, she did not have the students sit in front of her the whole
time. The class periods were 45 minutes long, which is especially long for kindergartners. The teacher
broke up the class time by having various lessons throughout, including reading books, learning dances,
active listening, performing songs, etc. This kept the students engaged with the content, and therefore
more engaged with the questions the teacher asked the students. The teacher was also very supportive of
all answers presented.

Managing Classroom Procedures

Describe the classroom routines and procedures. Include specific procedures used to promote:
Student responsibility
Smooth operation of the classroom
Efficient use of time (e.g., organizing and managing groups of students, distribution and
collection of materials, use of student helpers, transition between activities, etc.)
The procedure of Class 1 was very organized. The students knew to come into the classroom every
morning and sit in their assigned seats. There was an area written up on the board with what the students
were going to do that day, and in what order. This order changed depending on the class period.
Sometimes the students would complete their theory work first, and some days they would jump straight
into warm ups and rehearsing. This kept the classroom environment organized while still keeping the
students on their toes. In Class 2, the students had a procedure for each kind of activity they would do,
whether that is entering the room, getting into a circle formation, or lining up at the door. The teacher
built these procedures into the first few weeks of school so that the students can perform them without
being asked. She also had many student helpers, even though the tasks were normally quite small, such
as getting her a pencil, or shutting/holding the door. Giving students that small sense of ownership helped
with the classroom management.

Encouraging Appropriate Student Behavior

Describe the classroom management plan. Include specific classroom management strategies used to:
Establish clear expectation of conduct
Monitor student behavior
Respond to behavior that does not meet your expectations
In Class 1, the way the teacher set up the classroom procedures and routines contributed heavily to the
classroom management. The students knew what to expect for the day, and that meant that they knew the
expectations placed upon them for that rehearsal. When both the students and teacher have a mutual
understanding of what is going on, the classroom environment is typically much more organized and
disciplined. In Class 2, the teacher was very in tune with each students attributes, even though all of the
students were very unique. She could easily tell when one student was acting out of line, even if they were
misbehaving in a silent manner. She knew the students so well that she could almost predict their actions,
which kept the classroom at a very manageable level for the most part. When students needed to be
disciplined, she often gave them a warning, but after that they had to sit out of whatever activity the rest
of the class was completing. She would ask later if the student felt as if they were ready to join their
classmates again after sitting out. I like this approach because it holds the student accountable, and puts
them in charge of their learning yet again.

Organizing the Physical Environment

Attach a simple sketch of the arrangement of the physical space of your classroom. Design and describe a
plan to:
Make learning accessible to all students
Address safety concerns
Arrange the furniture to support typical learning activities
In Class 1, there is a typical ensemble rehearsal set up. There are chairs in rows, with the piano on one
side of the room, with the board in the front as well as the teacher. Since the students do not do much
moving around, it is ok for the chairs to stay in the middle of the room.
If the students do move around, they typically move in a circle around
the chairs. In Class 2, there are no
chairs. The teacher has Velcro
strips she lays down to show them
where to sit that day, and has
posters up on the wall she can
point to that have formations the
students can get into, such as a
circle, scattered, or in a line. There
are instruments around the room,
but the students know not to touch
any item that they are not asked to.