The classroom is conducive for children between the age of three and four years. The spacious room, arrangement of learning materials, and numerous things for various activities can encourage any parent to leave his/her child in the room. The teachers are passionate when it comes to fulfilling their roles. As far as there are few children in the classroom, the teacher can handle each child individually; for example, in this particular class, there are fifteen children. They are jovial and seem to enjoy the learning process as they engage in different activities. The children are particularly excited about such kinds of activities as painting.
The classroom is large enough to accommodate twenty children. Each child has a comfortable desk that will allow him/her to perform numerous activities including painting, engage in board games and puzzles as well as put some things such as pens and painting brushes amongst others. Different learning materials adorn the room; there are various pictures of animals in one corner of the room and potted plants in the other. |One of the walls is decorated with different pictures that the children have painted; there is also a place to keep the children’s things in the room. The center of the room has a round circle. This is where the children meet for group activities. The chairs and tables are set aside for such activities. However, the desks are not set too far from each other. There is a special arrangement for children with special needs; it has been incorporated with the rest of the material so that these children feel that they are part of the larger class. The materials and class arrangement scored high; however, the room needs some specificaly designated place for relaxation. The teacher does not seem to have a specific place for this activity.
As indicated, there are different materials relevant to the learning process in the class. There are books with pictures, materials for listening, watching, and hand-on wok such as painting and gardening. There were also materials such as colored bottle tops, paper cups, and other staff. These materials are mainly used to teach dyslexic children. The circle placed in the central area of the room facilitates the interaction between the tutor and the children who sit in circle during group activities. Children are provided with plain sheets of paper to paint. The teacher stands beside children in order to help them be more imaginative.
The classroom arrangement allows the teacher to handle each child individually so that he\she is able to tackle his/her weaknesses. The designated arrangement of desks for the children with special needs also allows the teacher to work with them effectively. It does not make them feel alienated.
I liked the classroom arrangement, materials, and how they aided the teacher to approach each child individually. The only dissatisfying thing that was in the room is the lack of a special place for relaxation. This needs to be improved. Additionally, the class lacked technological materials. Any form of a music player or other technology that conveys the current trend in the real society would be beneficial in helping the children adapt to the larger community. Furthermore, there were quite few materials for children who speak English as the second language. Even though the children may be few or not present at the momentt, the teacher needs to prepare for working with them.
The materials present in the room were appropriate for developmental learning and creativity. There were cardboards and plain papers for drawing and painting activities, which developed the creativity of the children. Puzzles are helpful in developing the coordinative skills of a child. There were pictures with members of a family on the walls as well as people and animals at diverse stages of development. The teacher candidly made demonstrations before asking the children to perform a given activity. She also divided the class in small groups and arranged them sit in circles so that they could be accessed easily. This was appropriate for larger projects that required group work. Such settings were also necessary when dealing with the children who had special needs.
The teacher based the activities and classroom environment on the curriculum that included both normal children and those with special needs). Additionally, this is hands-on curriculum. There were many materials for the children to paint, draw, model, and handle plants amongst others. Besides, there were many visual materials. However, there was a lack of materials for developing listening skills. Likewise, children who better comprehended information by hearing rather than seeing or from practice were also at a disadvantage. Nevertheless, the teacher had based her work on a curriculum that emphasized on the interaction between a teacher and a child. Through such an approach, the teacher is able to compensate for the weaknesses by dealing directly with each child, thus addressing his/her weakness directly. The materials are aimed at all types of children that may be present in the room.