The teacher creates a learning environment that supports both individual and group work. The second grade classroom was set up with desks in rows so students could work alone or together. Students could work individually at their desks or collaborate with neighbors. The classroom layout encouraged positive social interaction, engagement, and self-motivation through the desk arrangement and access to technology.
The teacher creates a learning environment that supports both individual and group work. The second grade classroom was set up with desks in rows so students could work alone or together. Students could work individually at their desks or collaborate with neighbors. The classroom layout encouraged positive social interaction, engagement, and self-motivation through the desk arrangement and access to technology.
The teacher creates a learning environment that supports both individual and group work. The second grade classroom was set up with desks in rows so students could work alone or together. Students could work individually at their desks or collaborate with neighbors. The classroom layout encouraged positive social interaction, engagement, and self-motivation through the desk arrangement and access to technology.
The teacher creates a learning environment that supports both individual and group work. The second grade classroom was set up with desks in rows so students could work alone or together. Students could work individually at their desks or collaborate with neighbors. The classroom layout encouraged positive social interaction, engagement, and self-motivation through the desk arrangement and access to technology.
The teacher works with learners to create environments that support
individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation. I have met Standard 3 Learning Environments indicated by the photots of the second grade classroom I student taught in. This classroom was set up with the desks in rows to help support individual and collaborative learning. The students were able to work individually and be given their own space, if they required more privacy they put their dividers up or slid their desks apart from each other. The students were able to work in a collaborative learning environment as indicated by the rows of desks during Think-Pair-Shares with their neighbors, as well as group work that was spread to different areas of the room. The classroom design encouraged students with positive social interaction with their classmates and shoulder partners right next to them. This design also encouraged active engagement in learning and self motivation with visuals and easy access of the Smart Board.