Classroom Environment Management Essay

Designing a classroom where the environment is safe for the students and those providers who will be working with him or her will have adequate space, flexibility of surroundings, safety, and ease of access and mobility for both the students and providers is essential. The classroom environment for those students identified with learning, emotional and behavioral disabilities fosters positive educational and social growth by providing individual areas for students as well as establishing small group areas in an inviting environment. Attention to all styles of learning is sufficiently addressed through the uses of visual, auditory, and kinesthetic stimuli. In this reflection, an appropriate classroom environment plan will be highlighted relating to students with learning, emotional and behavioral disabilities in a high school setting and will be accompanied by a visual diagram of the actual set-up of our classroom through a graphic representation of the classroom attached as Appendix A. In order to establish a desirable classroom design for students with learning, emotional and behavioral disabilities (Kauffman, 2005), one of the first considerations would be to allow spaces for structured and non structured individual and small group instruction and activities Students need personal space to work independently with staff in a one-on-one setting, specifically if they are not cooperating, are hyperactive, are displaying limited self-control, or simply need to be alone for a brief period of time . In addition to providing for individual stations, several round tables are necessary which allow for small group interaction, thus, creating a sense of community and collaboration, are included in the classroom (Bos & Vaughn, 2006, p. 462-463). Moreover, the classroom should reflect an open floor concept through allowing adequate space between the individual and small group stations. Two round tables are located on one side of the room with three individual work stations on the other. Bookshelves (mounted to the wall) containing clearly labeled multiple resources are located on one end of the classroom. Separate bowls of stress relieving balls are placed on the tables and desks. These stress balls are especially useful when students are frustrated or having difficulty focusing his or her attention. Emergency exits are well-marked with evacuation and emergency procedures, next to classroom rules and expectations. Classroom exits are visually marked and all students are trained on emergency evacuation procedures, promoting safety and security in the classroom. Loose materials, such as scissors, rules, pens, pencils, markers and other instruments are located in support staff desks. The classroom environment is well-lit with both artificial energy efficient lighting and abundant natural lighting, and has large windows so the students can view the outdoors (U. S. Department of Energy, 2008). The lower halves of all windows are covered with bright paper so students will not be distracted by the outdoors (e. g. , people walking by, cars passing by), leaving the top half of the windows uncovered which allows for the sunlight to still come through. The natural lighting in the room is exhilarating when reflecting off the walls, which at times engages students to speak about weather and nature, promoting a welcoming learning environment. The atmosphere of the room is homey and welcoming and the walls are brightly painted and decorated with inspirationally themed posters throughout. Student work is displayed throughout the classroom, further enhancing the room and contributing to a sense of community and family. Background low volume music of various types is played to stimulate the environment. Technology is an effective and essential tool for delivering instruction and must be integrated into the classroom (Bos & Vaughn, 2006, p. 462-463). Computers are located on the individual desks throughout the room. Students all have unique ways of learning, some visually, some tactilely, and some auditorally. Given that an environment should be conducive to all types of learners, all of the above must be incorporated into classroom environment plan. Lastly, proper ventilation in a classroom is important. Temperatures that are too hot or too cold are not productive to student learning and performance and can generate or contribute to an increase in undesired behaviors or attitudes (U. S. Department of Energy, 2008). Students will become distracted by changes in the classroom and, as such, careful monitoring of the classroom temperature is required. Having windows in the classroom allows the students and staff to enjoy the fresh air outside, which again can promote discussion about nature, weather and the environment. Classrooms can be modified according to the specific disability being served regardless of the population’s limitations. An environment that is safe for the students and for those working with students is essential. Appropriately arranging the classroom to meet the specific needs of the students with whom one works is important. Properly defining small group areas, individual stations, a conducive, welcoming environment, with integrated technology, will all be beneficial to meet the needs of all students. This paper outlines a classroom environment for students with learning, emotional and behavioral disabilities.