Managing The Physical Environment

Managing the physical Environment
The external environment helps create the

Atmosphere conducive for learning
Furniture Arrangement
The physical features in the classroom must be located in areas where
the contents could be viewed well and be made available for use. Well
arranged, they make the room look spacious and orderly.
White board for writing and clarifying lesson discussions, together with
bulletin boards, are available for posting important messages and
outstanding pieces of students work, art and illustrations.
Seating Arrangement
The seating arrangement deserves foremost consideration since the
students stay in each at the longest time during the day. The semipermanent arrangement of the chairs is one where they are arranged in four
rows with six to eight in a row. If the activities need groupings, the chairs are
organized in groups of four or five facing each other for fast exchange of
communications. The choice of the right size of the chair would depend on
the students size.
Here are some samples of seating arrangements:
1. Traditional rows in columns are ideal for establishing classroom
management. This arrangement allows students to focus on you when
you are lecturing or teaching routines and procedures. It is great for
direct instruction.
2. Position student desks so that they face the center when you are
facilitating classroom discussion. The outer area is ideal for skits, role
playing, and student demonstrations. It creates a friendlier atmosphere
and can be used in lieu of traditional rows.
3. Situate chairs around tables so that students do not have their backs
facing you. When it is time for small group activities, they can move
their chairs to face each other. This arrangement is ideal for
cooperative learning activities. Be aware that seating students in
groups invites dialogue, which is great if that is your purpose.
4. Students desks group format is wonderful because you can rearrange
them from traditional rows into groups and back again, depending on
your lesson plan. Teach students how to quickly rearrange the desks to
facilitate small group work.
Physical Condition of the Classroom.
Clean rooms, hallways, and surroundings are wholesome places to stay
in. The teacher should schedule who is responsible for their neatness and
regular basis. In case of accidental spills the students should be trained to
mop or wash the area immediately.
Establishing Classroom Routine

Routines have to be learned. Some routines on the following can be of
great help:
-
Beginning and ending the class day or period transitions

Getting/distribution of materials and equipment
Group work
Seatwork and teacher-led activities.
Beginning and Ending the Class Day or Period
The teacher should assign an organizer in every group. Organizers job

is to make sure that before the class started, organizer has to check
the group member to determine if anyone needed make-up
assignments explained and to ensure that everyone had the required
materials for class.
Transitions
Management of most instructional interruptions is fully within the

teachers control. Transitions can either be anticipated or unanticipated.
Examples of anticipated interruptions are:
-
Beginning of an instructional episode

Between instructional episodes
After an instructional episodes
Equipment set up and take down
Material distribution/collection
From teacher-to-student-centered activity
Beginning/end of class or school day
Solving Pre-lesson Transitions

Suggestions:
Delegate administrative tasks to students when possible.
Attendance, announcements, material distribution and homework
collection should be routinized.
Use the first few minutes of the class and the last few minutes to
encourage creative thinking activities.
Following are some routines for the first five minutes of the class:
- Problem of the day
- Brain teaser
- Vocabulary Word of the Day
- React to a quotation
- Warm-up problem on overhead to copy and solve
- Respond to a newspaper editorial
Conundrum (e.g. What occurs once in a minute, twice in a moment,

but never in a thousand years?)
Solving Transitions during the Lesson

Here are examples of what you can do:
- Give supplementary exercises for the fast workers.
- Get the fast learners to tutor students in need of help.
- Ask the fast learners to assist you in your administrative task like
preparing for the next learning episode.
Solving Post-lesson Transitions
To allow you time to shift to the next activity, create a routine for the
last five minutes of the day. Before the curtain activities you observe
routinized dismissal procedures.
Unanticipated Transitions
Because you cannot anticipate when and for how long how such
interruptions will last, all you can do is prepare yourself and your classes for
such eventualities. At the beginning of the school year, you take time to
explain your expectations for dealing with unanticipated interruptions.
Use of Materials and Equipment
Make clear your rules and procedures on the distribution and collection
of materials, storage of common materials, the teachers desk and storage
area, students desks and storage areas, the use of the pencil sharpener.
Group work
Research shows that the group work like cooperative learning has a
positive impact on student achievement, interpersonal relationships and
attitudes about learning.
Rules and procedures on group work address the following areas:
-
Movement in and out of the group

Expected behaviors of students in the group
Expected behaviors of students not in the group
Group communication with the teacher
Seatwork and Teacher-led Activities

Rules and procedures in these areas pertain to:
Student attention during presentations

Student participation
Talking among students
Obtaining help Out-of-seat behavior

Behavior when work has been completed
Here are some effective signals used by new and experienced teachers:
5,4,3,2,1 countdown
5 for freeze
4 for quiet
3 for eyes on the teacher
2 for hands free (put things down)
1 for listen for instructions
Raise your hand if you wish to participate.
To obtain teachers attention:
One finger = I need to sharpen my pencil.
Two fingers = I need a tissue.
Three Fingers = I need your help.
Teachers hand signal means:
Freeze (stop what you are doing)
Gently tap on your neighbours arm to get his/her attention to freeze.
Face the teacher and listen to instructions.
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Submitted by:
Leonard Cabalang
Sheryl Tumala
Veejay Eijansantos
BSED English 2-c
Submitted to:
Mr. Isidro T. Legara
Facilitator

Managing The Physical Environment

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What are some important considerations for furniture arrangement in a classroom?

What are some examples of seating arrangements discussed in the text and their benefits?

Managing the physical Environment

The external environment helps create the

Establishing Classroom Routine

Beginning and ending the class day or period transitions

The teacher should assign an organizer in every group. Organizers job

Management of most instructional interruptions is fully within the

Beginning of an instructional episode

Solving Pre-lesson Transitions

Conundrum (e.g. What occurs once in a minute, twice in a moment,

Solving Transitions during the Lesson

Movement in and out of the group

Seatwork and Teacher-led Activities

Student attention during presentations

Obtaining help Out-of-seat behavior

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