The purpose of the Best Practice lists are to provide students with a classroom environment that will produce the maximum learning potential. Even though this list was updated in 2012, there is most likely no classrooms that follow the list perfectly, but some classrooms operate under most of the points on the list. Ms. DiMaria, at the Lebanon High School, provides and creates an atmosphere in the classroom that follows the Best Practice’s list to the best of the districts abilities. A constant theme throughout the points on the list is the increase of student interaction in the classroom. The reduction of standard lectures and the increase of student-student interaction are a couple points on the topic, and Ms. DiMaria does her best to
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Teachers often times have to teach a certain way, or the school’s budget can interfere with the Best Practice list. For example, Ms. DiMaria does demonstrations for her classes, but they only happen once in awhile and that is because the district cannot afford the chemicals to run daily demonstrations. The price for the demos increases standard lecture time, which the list says to reduce. Chemical demonstrations allow the students to witness and experiment on how the chemistry works in the world, but it can be expensive. One theme that is on the list that Ms. DiMaria does not follow is the setup of the classroom. The list states that there should be less rigidity in the classroom seating arrangements. The issue that arises for Ms. DiMaria is the fact that she teaches six different classes, and she cannot get all of those students to decide on a class set up. Another reason why she has assigned seats is because High School friends will want to sit by each other, which can cause disturbances in the classroom. The Best Practice list states that classrooms should not devote as much time on worksheets, dittos, workbooks, and other “seatwork.” Ms. DiMaria likes to use these forms of work in her classes. Now Ms. DiMaria took plenty of time to choose workbooks that would aid the chemistry students learn the concepts. She uses the worksheets as homework and discussion initiators for small work groups, which in turn, increases student-student interactions. The classroom has flaws according to Best Practice, but there maybe a few options that could fix some of the
Teachers often times have to teach a certain way, or the school’s budget can interfere with the Best Practice list. For example, Ms. DiMaria does demonstrations for her classes, but they only happen once in awhile and that is because the district cannot afford the chemicals to run daily demonstrations. The price for the demos increases standard lecture time, which the list says to reduce. Chemical demonstrations allow the students to witness and experiment on how the chemistry works in the world, but it can be expensive. One theme that is on the list that Ms. DiMaria does not follow is the setup of the classroom. The list states that there should be less rigidity in the classroom seating arrangements. The issue that arises for Ms. DiMaria is the fact that she teaches six different classes, and she cannot get all of those students to decide on a class set up. Another reason why she has assigned seats is because High School friends will want to sit by each other, which can cause disturbances in the classroom. The Best Practice list states that classrooms should not devote as much time on worksheets, dittos, workbooks, and other “seatwork.” Ms. DiMaria likes to use these forms of work in her classes. Now Ms. DiMaria took plenty of time to choose workbooks that would aid the chemistry students learn the concepts. She uses the worksheets as homework and discussion initiators for small work groups, which in turn, increases student-student interactions. The classroom has flaws according to Best Practice, but there maybe a few options that could fix some of the