“The best classrooms are literacy havens where students flourish as readers, writers, and learners as they explore their physical and social world. Learning captures their curiosity and imagination and propels them into a lifelong affair with it. We cannot predict with certainty what today’s students in grade 3 through 6 will encounter in the twenty first century, but we do know that their world will be driven by information and those who seek it. For these students, quality of life depends on their ability to use a wide variety of texts-in both print and nonprint media."
(Fountas and Pinnell, 2001, p.390)
(Fountas and Pinnell, 2001, p.390)
A dynamic and inclusive classroom that provides students with the structure they need for optimal learning takes careful planning. I have learned that a classroom environment should be safe, respectful, stimulating and inviting. Students should feel comfortable and excited. In the article A Guide to Effective Literacy Instruction, Grades 4 to 6 (A Multivolume Resource from the Ministry of Education) (2006), a few ways to create an environment that is conducive to student learning is listed below.
- Classroom Layout: Classroom layout should be well organized and flexible. The classroom layout should take into account the different learning needs of students in the classroom and allocate space needs. While some students work well in a group others need a sheltered spot, free of noise that they can go to when they feel they need a bit of quiet time. Classrooms should offer collaborative and independent work zones. Areas for explicit teaching, meeting areas for large and small groups, area for individual study, visual display areas, area for storing and using technology and an area for literacy resources.
- Routines: Authors of this article stress how important establishing comfortable routines that students understand and can follow. Anchor charts can be used around the room to remind students of the behavioural expectations and specific routines. It is important to involve students in building these expectations.
- Establishing meeting areas: AUTHORS suggest four clearly defined spaces to be available to accommodate groups receiving differentiated instruction.
- Central meeting area: an open space where the entire class meets.
- A small group meeting area: could be used to allow a small number of students to meet for a variety of purposes
- Independent work area: one in which students work quietly and independently as the need arises.
- Conference area: could be used a place where the teacher works with individual students.