Creating a learning environment most comfortable for all student's I feel is very important. Although I will group my students heterogeneously, I will make sure there are outlets in the room such as a reading corner, computer working space, a learning rug, etc. By grouping my students heterogeneously, they are given the opportunity to work and interact other students at different levels. The outlets are a way for the student to spend independent time, to work on a certain skill or just to have a cool-down period. I want to provide very comfortable chairs, pillows, any type of item that the student could use to relax and feel safe in these environments.

I am observing a classroom now in which the teacher has a list of rules, numbered 1-5 above the white board. These rules are called "Ms. Brown's Golden Rules". The students know the rules by heart, and if the rule is ever broken the entire class together says the rule. I feel like this is one great example of how to limit certain behaviors in the class. By the entire class knowing the rule and reciting it together, it makes the students come together as a team and support each other to follow these rules. I hope to have this sort of rule strategy in my classroom to set limits on behavior.

As I said before, I will let the students establish goals for themselves at the beginning of the year, and I will push my students to meet their goals throughout the year. I will show the students that I care by giving them choices in decision making, or if the student is having a bad day, I would acknowledge this and let them have their own time in one of the outlets.

Early Childhood Education Case Study

It has been one month since the school year began and most of your 25 kindergarten students know class procedures, such as the schedule of learning activities, where they are supposed to be for each learning activity, where they are supposed to keep their personal items, and how they are expected to move about the room and the school building in order to ensure a productive learning environment.  Then there is Willard.  He must ask 20 or more times a day,“Teacher, when can we go outside to play?”  In addition, he often does not stay where he should to work on a given learning activity.  Instead, you find him wandering around the room and getting into other children’s personal things.  Three times this past week you looked up just in time to see Willard walking out of the classroom without permission. Some of the other children in your classroom community have started making fun of Willard.  Others are beginning to become less engaged in their learning.
In order to decrease asking about the agenda for the day, I may supply this student with a schedule of out day as well as times. This may reduce the questioning about what we are going to do next, or how many minutes until we go outside, etc. I may place the student closer to my desk, where the tissues, extra pencils, paper, etc is located to decrease the amount of times the student is leaving his seat. I will explain to him the importance of privacy and not going through others belongings, expressing how important this is and that it is very rude and hurtful to go through others personal belongings. After this discussion, I will remind the student of this anytime he is wandering and messing with other students things. I will supply the student with passes to leave the room. This may prompt the student to ask the teacher before leaving the room first, because he may desire to hold the pass or feel a sense of importance holding the pass when walking to the bathroom or wherever the student may need to go.