Classroom environment has a crucial role in children’s learning and development for two reasons. At the early stage, appropriate environmental stimulation is essential for children 's brain growth. The amount of stimulation children receives directly affects children’s cognitive, social, and emotional skills. (Berk, 2014, p.94). The other reason that the classroom environment is vital because children spend a considerable amount of time in school. From kindergarten through third-grade, children will spend about 4,000 hours in a regular classroom setting (Bullard, 2013, p3) Studies find a positive correlation between kindergarten students’ achievement and attitudes and the nature of the learning environment (Robinson & Fraster, 2013, p151).
…show more content…
Miller’s temporal environment has pros and cons from different perspectives based on the Developmental Appropriate Practice (DAP).
Miller’s teaching styles are mainly teacher-directed style. She gave a lesson as a big group. Then, students worked in small groups with different activities. In this way, it gave her times to work or assess student individually. However, giving group lessons doesn’t address the learning needs of all children, It didn’t meet DAP guideline number 4 (Kostelink, Soderman, & Whiren, 2013, p23). When everyone learned in the same way with the same pace, it undermined other students’ needs, such as gifted students or students with learning disabilities.
Temporal environment also includes daily schedule and routines. In Miller’s class, she provided a list of things they would have to do on the broad. Mrs. Wolford would go over the list with students during each transition to help to smooth the …show more content…
They had very limited opportunities “to make choices about what and how they will learn” which didn’t meet DAP guideline number 4 (Kostelink, Soderman, & Whiren, 2013, p23).
Group lessons don’t support students with different learning needs. During writing number lesson in a big group setting, children sat on the carpet together. I noticed one boy was bored because he already knew how to write all the numbers. Unfortunately, Ms. Miller focused on demonstrating in front of the class while Mrs. Wolford was correcting other students writing. In the same way, group lessons didn’t support ESOL students learning needs.
Another difference between teacher’s point of view and children’s point of view is the physical setting. This classroom 's physical environment focused on teachers’ needs more than students’ needs. There were not music, science, or math centers. The library had only one shelf with very few books. Assistant was the one setup each table’s activities. However, Ms. Miller did value the children opinion through her artist skill. This year, her classroom theme was superhero according to her students’ decision. She drew a modified superhero poster so show how children how to sit on the
Miller’s temporal environment has pros and cons from different perspectives based on the Developmental Appropriate Practice (DAP).
Miller’s teaching styles are mainly teacher-directed style. She gave a lesson as a big group. Then, students worked in small groups with different activities. In this way, it gave her times to work or assess student individually. However, giving group lessons doesn’t address the learning needs of all children, It didn’t meet DAP guideline number 4 (Kostelink, Soderman, & Whiren, 2013, p23). When everyone learned in the same way with the same pace, it undermined other students’ needs, such as gifted students or students with learning disabilities.
Temporal environment also includes daily schedule and routines. In Miller’s class, she provided a list of things they would have to do on the broad. Mrs. Wolford would go over the list with students during each transition to help to smooth the …show more content…
They had very limited opportunities “to make choices about what and how they will learn” which didn’t meet DAP guideline number 4 (Kostelink, Soderman, & Whiren, 2013, p23).
Group lessons don’t support students with different learning needs. During writing number lesson in a big group setting, children sat on the carpet together. I noticed one boy was bored because he already knew how to write all the numbers. Unfortunately, Ms. Miller focused on demonstrating in front of the class while Mrs. Wolford was correcting other students writing. In the same way, group lessons didn’t support ESOL students learning needs.
Another difference between teacher’s point of view and children’s point of view is the physical setting. This classroom 's physical environment focused on teachers’ needs more than students’ needs. There were not music, science, or math centers. The library had only one shelf with very few books. Assistant was the one setup each table’s activities. However, Ms. Miller did value the children opinion through her artist skill. This year, her classroom theme was superhero according to her students’ decision. She drew a modified superhero poster so show how children how to sit on the