The Effects Of The Classroom Environment In Pre-3rd Grade

The Effects Of The Classroom Environment In Pre-3rd Grade

Tyrah R Urie

Keene State College

The Effects Of The Classroom Environment In Pre-3rd Grade

Abstract
There are many opinions as to why students are and aren’t successful. Many parents can

tend to put blame on the teachers or the students themselves, when in reality many factors play

into academic success. These factors can be legitimate reasons for why success isn’t happening n

the child’s academics. However, classroom environment is a main factor that people need to

recognize to improve the success of students. A poor classroom environment can be the fault of

the teacher but also can carry over to how the student does in the classroom. There are many

components to a classroom environment that make it successful for both the student and the

teacher but whether or not those components are being fulfilled is always a question that needs to

be addressed. People need to realize that the classroom environment has many components to it

and whether they are addressed can make the classroom either academically successful or

hindering.

keywords:
The Effects Of The Classroom Environment In Pre-3rd Grade

The Effects Of The Classroom Environment In pre-3rd Grade

The Effects Of The Classroom Environment In Pre-3rd Grade

Tyrah Urie
2-23-16
ITW Paper

Introduction

There are many aspects to the classroom and classroom success. Many people think that

the reasons for their student’s success and or failure is either blamed solely on the teacher or the

students. However, that isn't the case. There are many components to the classroom environment

that need to be implemented to make it successful. The social, physical layout, teaching style,

classroom behavior, student comfortability, and testing and testing having to do with stress play

a significant role in the classroom. All of these components are important for academic success

because they can all greatly affect the students and even the teachers.

What is classroom Environment

The classroom environment encompasses a broad range of educational concepts, including

the physical setting, the psychological environment created through social contexts and

numerous instructional components related to teacher characteristics and behaviors (Miller &

Cunningham, 2011). The classroom is basically home away from home for the teacher and their

students. It needs to be comfortable, attractive, and functional. Things like grade/age

appropriateness, classroom activity choices and the teachers own person style need to be heavily

considered. And because of the fact of the grades of pre-3rd the classroom environment has the

biggest impact on the students at a young age to shape them for the upcoming years. A negative

learning environment that adversely affects student learning can affect students in many ways,
The Effects Of The Classroom Environment In Pre-3rd Grade

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like low student achievement, poor behavior, student anxiety, or depression. This, in reason is

why the environment is so vital to student success and impacts the students in many ways.

Taking it back towards the 19th century and looking at the classroom environment back then.

It has immensely changed, for the better . Back then schools built during the last decades of the

19th century and early decades of the 20th century were therefore largely standardized utilitarian

spaces that were designed to house as many students as possible, maximizing classroom space,

making them crowded and impersonal (Baker, 2012).

What effects classroom environment today

As some people see the affects the classroom environment has on the teacher and student

success, many other people do not. Believe it or not the classroom environment has many affects

that need to be looked at and addressed. Things like the social, physical layout, teaching style,

classroom behavior, student comfortability, testing and testing having to do with stress, school

culture, and believe it or not home life, parents, the community and the school building itself

have a huge deal on the classroom environment.

The School building (Smith & Ammentorp, 2013).

One factor of a classroom environment that really aren’t talked about but need that the

attention needs to be brought to is the building the school or classroom is built in.

Social

Starting with the social aspect of the classroom. Its important that teachers develop

cautious control of thoughts, feelings and behaviors in their students by co-regulating. Without
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proper self regulation students struggle heavily. To do so its how the teacher helps the child feel

environmentally comfortable and well supported in the classroom. Co-regulation is defined as a

warm and responsive interactions that provide support coaching and the modeling that children

need to “understand, express, and modulate their thoughts, feelings and behaviors. Teachers need

to give close attention to the hints children send and respond consistently and sensitively

accordingly over time with the right amount of support. At a young age children’s capacity of

self-regulation is very low and rely very heavily on their teachers. For young children co-

regulation is very important and is actually foundational for the development of self regulation.

A good co-regulation gives the children (young, young) the growth to learn that they can trust

the adults in their world to care for them, the demands that they have then lessen and slowly get

self soothing skills (Gillespie, 2015).

Physical

The physical environment is one that most people don't think much about. Has one every

wondered why things are set up in certain ways or why the room is decorated in such a way? The

physical environment has a huge factor in the classroom especially for students at a younger age.

Things like class size (Classrooms that are two crowded make it for the teacher to be exhausted,

reduces the movement areas, and makes the classroom management and the monitoring of

students harder), lighting, temperature, color, noise regulation, seating pattern, hygiene,

decoration, etc. Space in the classroom needs to be flexible with materials open ended (Sahin,

2011).

The environment should provide chances for the students to feel the power of their own

bodies and ideas, along with the choices the teachers make and arrangements should encourage
The Effects Of The Classroom Environment In Pre-3rd Grade

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children to pursue their interests and questions that represent what’s on their minds and build

strong relationships and love of learning (Curtis & Carter, 2003). Teachers need to have the

skills to organize and manage the physical environment of the classroom in attempt to make an

environment in which supports the exploration, discovery and investigation (Sahin, 2011).

Aesthetics

When considering the set up of a classroom, light ventilation, noise, open space and

beauty are important factors when considering the design of the classroom. The aesthetics of the

physical environment is a very complex and important issue. Questions that educators need to

consider, what is valued and by whom, how does the culture influence what is influence what is

imagined as a beautiful or inspiring space for children, what does it mean for creating a learning

environment for students and families from diverse cultural socioeconomic backgrounds. With

these questions kept in mind, when going about the classroom settings, educators need to

emphasize the the importance of prominently displaying children’s art wok instead of featuring

commercial products such as bulletin board borders, charts, stock photos of children. As the

physical environment can motivate and support learning, it can also delay the achievement of

educational goals. Teachers are actually cautioned of creating over stimulating or overly colorful

environments. The ideal environment consists of neutral colors, simple wooden/medal chairs, a

select few few materials on the shelves, and white walls with samples of the students work. But

others view the idea of the classroom with more color. Children’s artwork should predominate in

the classroom displays, and some should be at eye level. In most cases the artwork is displayed
The Effects Of The Classroom Environment In Pre-3rd Grade

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in the classroom so parents can see what’s going on in the classroom and so the students can

admire their own work, take pride in it, and want to do more so more gets hung up and

displayed. It makes the room look nice and bright. Using classroom displays strategically helps

children reflect on and extend their learning. Unattractive spaces with cinder block walls and

heavy metal doors can change staff moral and team spirit. (Smith & Ammentorp, 2013).

Transition & Flow

There are ton of things to consider when thinking about having a classroom of your own

for your sake and the student’s sake. The set up of the classroom space and the flow of activities,

routines, and transitions have a huge impact on children behavior. Children need to be kept

engaged and need to be provided with an equal amount of structure and routine activities but also

activities where the get to pick and have some freedom to what’s going on. The length of

activities need to be considered along with clear boundaries as to where the activity areas are.

Another thing to consider is to try and stay away from long wide open areas to avoid running

indoors and increase to smaller amounts of children who can play in the play areas to avoid

behavioral issues (McLaughlin & Bishop, 2015). Many approaches to education and learning

emphasizes the importance of the flow teacher and student sharing responsibility for the learning

process. Learning flows in both directions, and the teacher’s role becomes that of a facilitator

rather than expert. This means if the responsibility for learning is shared, then the physical space,

in which learning occurs, must also be shared. Because the room is not only the possession of the

teacher, all the members of class must have input and paying into the effective use and

management of the space (Oliver & Kostouros, 2014).

The Effects Of The Classroom Environment In Pre-3rd Grade

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Desk in Rows

Many teachers have the common assumption that all desks need to be in neat rows that

face the front of the classroom. However, there is already a problem with this right off the bat.

The teacher stands at the front of the class where all the other students also face and struggle to

see, except for those who are in the back who are taller or, of course those who are in the front.

This, is already a draw back and a factor for student failure. Not only the placement of the

student with visual draw backs but some teachers will have the idea that students who choose to

sit at the front, near the teacher care more about their learning and engage more, though in fact,

students might succeed by sitting at the front of the class because they have better access to

learning resources, such as the teacher him/herself and those who sit in the back may be

perceived by the teacher as less involved and because of that less interested. The set up of desks

in rows implies that the teacher is the knowledge expert with an expectation all focus is all eyes

and ears on him or her. Some argue that when the room is organized with desks in rows and the

teacher is at the front of the room, the teacher has freedom of space, can direct the students to

move, and has control over the entire physical environment. But what people need to understand

is that student’s perceptions of and experiences within the classroom, play a crucial role in

shaping their participation in class (Oliver & Kostouros, 2014).

Instead of desks in rows, with desk in circles students are facing each other and all they

can all hear each other. Although this can have a negative effect on students with distractions

they can hold discussions with each other in group work. This enables the teacher to sit in circles

with students, and unlike constantly standing over them, it makes the students feel comfortable,

respected, they feel more equal, and on a bigger level instead of students always feeling like the
The Effects Of The Classroom Environment In Pre-3rd Grade

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teacher is way above them and superior, they see the teacher more as a peer (Oliver &

Kostouros, 2014).

Class size

A lot of myths that people believe in the classroom is that a large class is more successful

than smaller. A study in 1985 less than 18 students kindergarten-third grade had better grades.

The study showed that every 5 students over the traditional number of 18 is that there is a 25%

increase of off task behavior. Smaller groups encourage listening, respect, and more teamwork

than usual (Oliver & Kostorous, 2014). With smaller classes it helps more students get engaged

and interact with teachers. With a smaller class the teacher can walk around and make sure to

check in with each of the students and them selves feel comfortable and feel like they can give

their undivided attention to the students and receive it back from them (Berliner, Glass, 2014).

Student comfortability

Student comfortability is a major key, if the student isn't comfortable in the situation,

how does one expect them to genuinely be a successful student. 1-Besides the physical part of

the environment to make the environment successful the students need teachers to help them

maintain connections with them individually and as a whole. Teachers must design environment

that supports learning through instructional techniques and interesting materials (Sahin, 2011).

Education should focus on the nature of teacher-child interaction (Curtis & Carter, 2003).

Self regulation

Self regulating in the classroom plays an important role. Self regulating is a persons ability

to manage their attention and emotions good enough so that they can do assignments and
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activities, keep a good behavior, control their impulses and solve problems properly with some

construct to it (Gillespie, 2015). It is influenced by external factors such as the environment and

interactions with others by internal factors like temperament. The ability to self regulate allows

students to work collaboratively with others and problem solve without interference. Children’s

ability to control their own behavior is important in school and even in the classroom. Children

need to be shown the right/acceptable behavior and by showing them what they should try to

achieve a task, teachers are able to support the self regulation journey of their students. Different

ways to enhance self regulation are nature sounds/music, a predictable schedule, advanced

warnings when change is going to happen, stories that are read that incorporate emotions of the

characters, activities like yoga and fun breathing exercise, have students engage in socio-

dramatic play, focus on respect, fair play and collaboration, anti bullying programs, movies that

include empathy and etc. Some ideas to promote self regulation are that it is (Gillespie, 2015).

Some ideas to promote self regulation are that it is important to create an environment where

each child can form a long-term, trusting relationship with a teacher her/she knows well. There

needs to be provided consistent, responsive, nurturing care at all times to enable critical thinking

by creating an environment where children feel to safe to explore and are comforted if they feel

confuse or scared. Teachers need to show their ability to self regulate so that it makes the

children see that the adults can also do it (Gillespie, 2015).

Teaching Methods

Along with self regulation on the students part and the teachers. The teachers have other

responsibilities that they need to be taking care of in order to have and keep a positive classroom
The Effects Of The Classroom Environment In Pre-3rd Grade

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environment. Many typical classrooms in the sense of how teachers are actually teaching is the

teacher grinds their students with questions and hopes that they can answer them. And even at

the young age, some teachers feel that if they just read off material and talk and talk at the

students then the information will process through their brains. However, that isn’t the case with

most students. Teachers just can’t lecture because they don’t know if the information is actually

being retained by students besides how they are doing on the tests. Tests scores really aren’t a

great source in determining if the information being taught in the classroom is being learned and

processed because everyone varies in how they take tests and have different test taking skills

(Lampert, 1997). Another thing that teachers can’t be doing if they want their classroom to be

successful is teaching the same exact information year after year. Reading off the same notes,

doing the same learning activities, showing the same educational videos, etc isn’t expanding the

knowledge of the teacher themselves (Lampert, 1997).

Problem/Question: How do we create a classroom environment

There is a strong link between play and learning for young children especially in problem

solving, language acquisitions, literacy, numeracy, and social skills do play a legitimate role in

kindergarten can can be used to further children learning in all areas of the kindergarten

classroom. Children l earning through play impel the development of multiple sensing pathways

in the brain, the development of literary competences in students is important to their academic

success (Riva &Ryan, 2015).

Classroom environment can be different for every teacher in ways that they make it

successful. With the first hand experience and interview with a kindergarten teacher that I had,
The Effects Of The Classroom Environment In Pre-3rd Grade

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this classroom seemed to be very successful. Katie Costello, the kindergarten teacher explained

to me what she tried to get out of the classroom environment. As I asked her how and why she

set her classroom the way she did, she had different explanations for different things in the room.

One of the things that stood out for me was her reasoning’s as to why she set up the desks the

way she did.

When I was back in kindergarten my teacher had our desks in rows, straight rows where one

kid was behind the other, space between us, and everyone was facing the front of the room where

the teacher was standing. I remember walking into Costello’s room and seeing the desks in

groups of circles with about 4-5 kids in them. I remember being somewhat shocked when I saw

that some of the kid’s backs were turned away from where the teacher stood and the desks were

very close. As I asked Ms. Costello why she had the desks set up the way she told me the answer

made me think. “I decided to put the children in groups of 4-5, no smaller no bigger because it

makes the student feel more comfortable sitting in a group with their friends rather than in a row

staring at me the whole time. A lot of people question as to why I don’t have all the kids facing

me all the time, and why some of their backs are turned towards me. I tell them that they don’t

want to come and learn and feel like they are in an environment where its all about him.
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Bunche Smith, T., & Ammentorp, L. (2013). From Cinder Blocks to Building Blocks: Creating
Beautiful Places in Challenging Spaces. YC: Young Children, 68(4), 8-15.

Caroline Fitzpatrick (2012) What if we considered a novel dimension of school readiness? The
importance of classroom engagement for early child adjustment to school.
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Costello, K. (2016, March 14). Setting up your classroom and what you aim for in the classroom
environment everyday [Personal interview].

Deb Curtis and Margie Carter (2003) Designs for living and learning,Transforming Early
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Donna Furmanek(2014).Classroom Choreography Enhancing Learning Through Movement.

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http://study.com/academy/lesson/learning-environment-in-the-classroom-definition-impact-
importance.html