Reflect and Plan

As June quickly approaches, you may find yourself reflecting on this past school year.  You may be taking stock of areas of success and growth in the classroom.  Relationships with students, grade level team members, staff members, parents and administration will be considered and evaluated.  Instructional strategies and content knowledge will be reviewed, and professional development will be planned.  With all of this self-reflection, don’t forget to think about your learning environment. 

 

We know that the physical learning environment is so crucial in early childhood.  It sets the tone for the classroom community, learning experiences, and overall enjoyment of the school day.  Think back to any major problems that occurred because of the room arrangement.  Evaluate if the set up was consistent with high traffic areas.  Were some parts of the room underutilized?  Were some parts of the room over- utilized?  Did the classroom arrangement allow for you, as the teacher, to remain organized?  Did the classroom arrangement allow for your students to remain organized?  Did the classroom arrangement foster student independence and self-management?

 

Write down any thoughts or issues that you encountered due to your classroom arrangement.  Talk with other staff or administration to remove furniture or request different shapes or styles.  Use this time to get rid of materials that were not useful or appropriate.  Make a plan for things you can do over the summer to ensure a great start to next year.  Now is the best time for reflection and planning.

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009

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April 8, 2019

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