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Classroom environment
The classroom environment is an important aspect of learning and has a direct impact on
learning outcomes. There are psychological and physical aspects of the classroom environment
that are associated with positive learning outcomes. The physical aspects of the learning
environment affect habits of mind and student engagement during instruction. A classroom
whose physical characteristics promote active engagement and participation among students
consequently leads to improved academic achievement and skill development. The constructivist
learning theory offers ideas on how to design the physical classroom environment (Applefield et
al., 2001). The theory holds that the classroom environment should be rich in experiences that
should be intended to enhance learning. I based my design on this theory and came up with
classroom design, as seen in the photo below:

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Source: https://www.kay-twelve.com/blogs/news/the-value-of-a-makerspace-in-our-
schools
I choose this layout because it accommodates the number of students in my classroom
comfortably. Also, considering that I have several students with exceptionalities. This layout is
the best. First, the teacher’s table has space for four students. These are set aside for students
with disabilities. Based on the demographics provided in a table above, I have four students
requiring special attention. These may require additional explanation and extra time hence their
proximity to the teacher. In case they need any additional assistance from the teacher, such as on
how to access a certain file on the computer, then it is easy. Besides, the four students are close
to the whiteboard, and this makes it easy for these students to access demonstrations and
illustrations posted on the whiteboard.

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The above classroom design is aimed at aiding all students, both with disabilities and
those without. Students are generally seated in small group configurations, and this is effective
for sharing knowledge and practicing skills. Students engage in discussions within their small
groups without necessarily having to rearrange their desks. Besides, the seating arrangement
allows for social learning and is thus aligned with the constructivism theory of learning. It
creates room for the social experience and interactive sessions during instruction. Students are
arranged in a way that encourages discussions, sharing ideas, and revising concepts. Thus, it
makes it possible for continuous learning, even when not guided by a teacher. Leal & Martindale
(2013) encourages a classroom arrangement that creates room for all students to learn
comfortably in the 21 st century. The above classroom design facilitates learning for all students
regardless of their ability levels.
The classroom environment is not only a learning space but also space where students
and teachers collaborate in the learning process (Cadwell, 2002). Thus, the above classroom
design contains aesthetically displayed materials that encourage learning. It has enough lighting
as the wide windows allow plenty of light inside. Also, the quiet reading space is arranged in
such a way that students sit facing the wall to minimize distraction. Besides, the class is neat and
well organized to facilitate the movement of students as well as the teacher.
Positive Behaviour Environment
One of the main ways through which I will use proactive differentiated strategies to
encourage positive behavior is to increase scheduling and predictability. Uncertainty is known to
make some people anxious. All students tend to experience anxiety and frustration, and the level
is even higher among students with exceptionalities. Studies have shown that a well-designed
and consistently implemented classroom schedule is one of the most important factors that help

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in preventing and dealing with challenging behavior (Keller-Bell & Short, 2019). I will create a
routine daily schedule and ensure that students are aware of it. The routines will be
individualized for students with exceptionalities. I will adequately prepare students for any
changes, both expected and unexpected so that they know how to react. Other than routines,
there will be documented rules that will be aimed at maximizing student success.
I will foster positive behavior by employing relationship-building strategies with and
among students. This is an essential way of creating a classroom culture that promotes positive
behavior. Through communicating and collaborating with students, I will foster value and
acceptance of individual differences. By doing so, I will be establishing an environment that is
based on mutual respect. I will model to the students how to be caring, culturally sensitive, non-
judgemental, and respectful. Such traits will enhance harmonious co-existence among learners.
Further, I will create an emotionally safe learning environment by getting to know my
students better and demonstrating an interest in them. I will interact with the students informally
and formally. Through informal interactions, I will get to know about their feelings. I will
deliberately establish ad maintain a good rapport with the learners by listening actively and
encouraging them to do so. I will also give students time to share their own stories, experiences,
and interests.
Another way through which I will promote positive behavior is through including social
skills instruction in the schedule. Teaching social skills will be aimed at helping students work in
groups, respond to and recognize others’ feelings, understand their emotions, and resolve
conflicts peacefully (Keller-Bell & Short, 2019). I will let students know the specific behaviors
that will be expected. I will create a pleasant, efficient, conducive, and effective learning

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environment. I will teach students expected behavior and model the same to them. After teaching
positive behavior, I will enforce it to promote the safety and comfort of all students.
Additionally, I will use affective education techniques to ensure that I create an
emotionally safe environment. Such strategies and programs help students understand values,
feelings, and attitudes (Keller-Bell & Short, 2019). Such programs will also promote students’
emotional behavior leading to their social development. Learners will understand how to express
their emotions effectively, and their self-esteem will be increased. Students who feel good about
themselves know the best ways to express their emotions, and they feel safe doing so. Thus, I
will create an emotionally safe environment using affective education techniques.
Lastly, I will use peer mediation programs to help in conflict resolution. Conflicts are an
obstacle to building strong inert-personal relationships. Within the learning environment,
conflicts may be based on factors such as cultural differences or even age. Peer mediation entails
training students to serve as peer mediators. Peer mediators will help the teacher mediate through
conflicts, and this will foster peace and harmony. Consequently, a peaceful learning environment
will promote positive behavior.

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References

Applefield, J. M., Huber, R., & Moallem, M. (2001). Constructivism in theory and practice:
Toward a better understanding. Wilmington, NC: Watson School of Education Press.
Cadwell, L. B. (2002). Bringing Reggio Emilia home: An innovative approach to early
childhood education. New York, NY: Teachers College Press.
Keller-Bell, Y., & Short, M. (2019). Positive behavioral interventions and supports in schools: A
tutorial. Language, Speech, and Hearing Services in Schools, 50(1), 1-15.
Leal, F. & Martindale, S. (2013). Look and sound of classrooms to change under the Common
Core. The Orange County Register. Retrieved from
http://www.ocregister.com/articles/students-374982-core-common.html