|
|
 |
Design Print Download
We love beautiful places and school is no exception. With so much of our time spent at school with our students, our extra effort to make it an inviting place always pays off. This is where you will find the steps we take to make every room more inviting and brain ready. Download these forms today and transform your classroom into the room you and your children will love. To open any of these materials, you will need a copy of Acrobat Reader on your computer. Get Free Acrobat Reader Here.
|
Design - Gathering Space and Focus Lessons (ARTICLE)
When creating a culture for learning and independence, two of the essential pieces are a gathering place and focus lessons. A gathering place is an open space large enough for the whole class to gather while sitting on the floor. The space also includes a chart rack and white board for focus lessons, class created anchor (or living) charts, an overhead projector or document camera, Café Menu board and other teaching materials. We have a gathering place in every classroom we teach, regardless of the age level. Even intermediate aged students benefit from this gathering routine. . . . more . . .
|
Design - Ginny's Classroom Map (DOWNLOAD)
It's hard for us to imagine that some of you have been back to school for weeks. Most of us here in the Northwest are just beginning our pilgrimage back to set up our classrooms in anticipation of th . . . more . . .
|
Design - Library Makeover, Part III (DOWNLOAD)
The past two Tip of the Week entries addressed Classroom Libraries, a Fresh Way to Organize. The first part of the series featured the process we went through to organize our class library. In the second portion, we posted a couple of looks at the library table of contents. In this third and final portion of the series, we focus on the tubs themselves. A big part of setting up a classroom library which empowers children to independently self select and return just right books is making sure the tub labels are child friendly. Some teachers have students create the labels for tubs as shown in the photo above. Others create the labels on their computer. Do whatever works best for you. We wrap up our Library series this week with copies of labels for tubs that you can use as is, or as a springboard for your own personalized library. . . . more . . .
|
Design - Library Makeover - Part II (DOWNLOAD)
How to organize classroom libraries is one of the top 10 questions we receive. Do we organize by level? How about by author? What if a student really wants to find a book of science experiments? Below you will find two downloads that feature library table of contents from our friend Lori's library as well as Joan's. . . . more . . .
|
Design - Phases of an Environmental Change
This download details the phases we go through when making an environmental change in our classrooms or any classroom we help redesign. This is especially helpful if you are already in the particular classroom. If you are moving to a new school, you will skip the part where you move all the furniture out...you have already done that! This form dovetails with our other Design downloads . . . more . . .
|
Design - Consider the Walls
"The quality of the classroom environment is one of the key non-verbal messages students receive in their schooling. Classrooms that are warm, bright, attractive, stimulating, and cared for send children a powerful message that the teacher values them as individuals and is committed to their learning and achievement. High-quality classrooms convey a sense of comfort, respect, and stability within which positive behaviors and learning skills can be developed." John Visser (May 2001) . . . more . . .
|
Design - Establishing an Environment for Learning
(DOWNLOAD)
A few years ago we started teaching classroom design courses, which have been very well attended. We all spend so much time in our classrooms that it isn't surprising we want them to be and feel beautiful. So, how can teachers get started when thinking through a new classroom design? This is the first tool we share when teaching our "Trading Spaces" classroom design courses, the strategies for working through a new design step by step . . . more . . .
|
Design - Reflection On Classroom Environments (DOWNLOAD)
Thinking back on our first years of teaching, the environment we created in our classrooms looked very different then than it does now. Yet at that time the space reflected what we believed; the teacher, needed to have complete control over the classroom, curriculum and childrens behavior. The room was set up for quiet since our teaching was evaluated on the amount of noise that was produced in our rooms; little noise...great teacher, much noise...teaching was deemed out of control. At one time in our teaching history we even had student desks in rows with our teacher desk looming in the front of the classroom facing the students. . . . more . . .
|
Design - Layers of Classroom Design (DOWNLOAD)
Have you ever thought of redesigning your classroom environment but didn't know where to begin? Setting up a classroom at the beginning of a new school year can be overwhelming. There is so much to think about...where do the student desks go? How about the paper on the wall, what about the teacher desk? With so many questions swirling in our heads, we needed a systematic way to reconstruct our rooms. This system really works for us, and we think it will help you as well. In fact, we follow these steps every time . . . more . . .
|
Design - Seven Steps to Designing Physical Space (DOWNLOAD)
Once the reflecting process and planning for your classroom environment is complete (or you are just tired of thinking about it and want your room changed RIGHT NOW) - these 7 steps may be just what you need to get started. When reconfiguring a classroom or moving into a new one, it can be tricky to see the space through new eyes. Some of the phrases that we hear or have used ourselves that interfere with change are, "I have to have the room set up this way because it's how I always do it." Or "My desk has to go over there." To begin with a clear head we move . . . more . . .
|
|
|
|
|
