Room ArrangementAkeema Elliot
The challenge that was presented was classroom distractions. On the first day of a student teacher, she observed the classroom as she enter the room. She notice that one of the student are visibly frustrated and distracted. The teacher then explained to her that the student name is Leila. Leila have a hard time focusing and stating on task due to seating arrange. The teacher does not have time to correct such behavior, so the task was given to the student teacher.
The placement of the furniture’s is a natural distraction and is naturally causing the students to be off task. The are children playing baseball with the trash can, two girls hiding behind the bookshelf doing each other hair, two children play game on the computer, one student running back and forth, a few student on task, and then there are Leila. Leila is a student with short attention spans, and is easily distracted, especially in a larger cluster of student. Leila was observed with her hands over her ears.
After reading the scenario, there are 3 distractions that are disturbing Leila in her current seating arrangement. The 1st distraction are the 2 boys using the trash can as a basketball hoop. The 2nd distraction are the group of students at the computer playing the civil war game and the math games. The constant clipping of the mouse is distracting. . According to Muyingi, H. (2014). Digital materials such as the computer are a major distraction in the classroom. The computer games are addictive. The student that are running back and forth from the computer to the bookshelf to change the games are distracting. The 3rd distraction is that Leila friends are sitting close to her, and she feels the need to constantly visit her friends
Maximizing Instructional Access
There are multiple instructional materials to maximize instruction access. The first material is the teacher, then it is the smart board, then the bookshelf, the reading nook, the group table and the technology station. Knowing Leila current seating arrangement, there are 2 hindrances to the instructional materials. The first hindrance is access to the teacher. There are 6 row with 4 students in each room. Leila seat is in the second to last room and she is in the 3rd chair. She have restricted access to the teacher desk. Leila is one row from the trash can, technology center, and the group table. She is closer to the distraction and farther from her teacher. She is also facing those distraction, which leads me into the second hindrance, access to the smart board. The smart board is not located in Leila eyesight. ” a pleasant classroom learning environment helps students learn better, and different seating locations provide students with access to learning resources, such as the teacher and clear lines of sight to the board.” Gremmen, M.C., van den Berg, Y.H.M., Segers, E. (2016).
Matching Desk Arrangement to Instruction
Matching the sitting arrangement with the instruction will definitely help Leila and her fellow classmate to complete their assignments. With the current seating arrangement, some of the students does not have a clear view of the smart board. I will organize the seating arrangement into 3 group of semi -circle. That way every student will be able to see the board and will be fully engage with the teacher. Leila will sit in the group that is closet to the teacher. She will have access to the instructional materials and to the teacher. Her friends will also sit in that group, this will help her need to get up constantly. Assuming that the swing bar desk belongs to Leila. I will get it fix so she can have full access to all of the resources. Leila will also have her privacy screen on her desk.
Fernandes, A. C., M.Ed, Huang, J., PhD., ; Rinaldo, V., PhD. (2011). Does where A student sits really matter? – the impact of seating locations on student classroom learning. International Journal of Applied Educational Studies, 10(1), 66-77. Retrieved from http://ezproxy.liberty.edu/login?url=http://search.proquest.com.ezproxy.liberty.edu/docview/865932352?accountid=12085Gremmen, M.C., van den Berg, Y.H.M., Segers, E. et al. (2016). Considerations for classroom seating arrangements and the rold of teacher characteristics and beliefs. Social Psychology of Education, 19: 749. doi:10.1007/s11218-016-9353-y. Retrieved from http://ezproxy.liberty.edu/login?url=https://link.springer.com/article/10.1007%2Fs11218-016-9353-y.
Muyingi, H. (2014). Factors contributing to technology-enabled distractions in the classroom: A case study of students at the Polytechnic of Namibia. Nawa: Journal of Language ; Communication, 8(1), 1-17. Retrieved from http://ezproxy.liberty.edu/login?url=http://go.galegroup.com/ps/i.do?p=ITOF;sw=w;u=vic_liberty;v=2.1;it=r;id=GALE%7CA382807974;sid=summon;asid=7579c76700a8d6be56ac7bae58df1a9d