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Chapter 2 Designing the Physical Environment

Pam Petty Adjunct Professor EDUC 4243.01. Chapter 2 Designing the Physical Environment. Five Functions of the Classroom Setting. Security and Shelter Social Contact Symbolic Identification Task Instrumentality Pleasure. Security and Shelter. Provide Protection from the elements

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Chapter 2 Designing the Physical Environment

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  1. Pam Petty Adjunct Professor EDUC 4243.01 Chapter 2Designing the Physical Environment

  2. Five Functions of the Classroom Setting • Security and Shelter • Social Contact • Symbolic Identification • Task Instrumentality • Pleasure

  3. Security and Shelter • Provide Protection from the elements • Physical security is a precondition before students and teachers can advance to higher level needs. • Be aware of special needs students and the need for wide aisles and space for walkers when not in use. • Psychological security makes students feel safe and free to learn. Add “softness” to the environment.

  4. Security and Shelter • Arrange classroom space so that desks are not too near areas of high traffic especially for students with ADHD who need less distractions. • Allow students to chose where they want to sit as long as they behave. • Set up a place for students to have some privacy such as cubicles, reading nook, or rocking chair, etc.

  5. Social ContactInteraction Among Students • Carefully analysis where and when you want interaction among students. • Clusters of desk promote social contact, collaboration and cooperative learning by; • Direct eye contact with those close • Working together on activities • Sharing materials • Contributing to small group discussions • Assisting each other on assignments

  6. Social ContactInteraction Among Students • Reduce interaction among students by putting them in rows. • Students are better able to concentrate on individual assignments. This is especially true for students who have behavior problems and learning disabilities. • Research shows that this increases on task behavior and directs student attention toward the teacher.

  7. Seating Charts • In your group, study the classroom arrangement and be ready to discuss it with the class. (Include “action zone”) • Figure 2.1 • Figure 2.2 • Figure 2.3 • Figure 2.4 • Figure 2.5 • Figure 2.6 • Figure 2.7

  8. What does a rooms settings tell us about the students; • Classroom activities • Backgrounds • Accomplishments • Preferences

  9. Symbolic Identification • What does the classroom tell us about the teacher’s; • Goals • Values • Views of the content area • Beliefs about education

  10. Task Instrumentality • This function concerns the many ways the environment helps us to carry out the tasks we need to accomplish. • Activities and tasks • Which assignments need indirect teacher assistance and what arrangement will be needed to assist student success? • Which need direct teacher assistance?

  11. Pleasure • Do the students and teachers find the classroom attractive and pleasing? • Is it worth the time and effort required to create an attractive environment? • What does the research show about the impact of the environment on behavior?

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