managing resources and facilities

7/28/2019 managing resources and facilities

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M O H D I S K A N D A R D A U D

I P G K K B

MANAGING THE

PRIMARY ESL

CLASSROOM

LESSON 4

Mohd Iskandar Daud TSL3109IPGKKB

1

Managing Resources and Facilities : Rules,Expectations and

Procedures


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MANAGING RESOURCES AND FACILITIES : RULES,

EXPECTATIONS AND

PROCEDURES

Areas of discussion:

Physical classroom environment:

Organising physical space.

Locating Instructional Resources.

Social cultural environment:

Safe environment. Positive environment.


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MANAGING RESOURCES AND

FACILITIES IN CLASSROOM

What is resources?

A resource is a source or supply from which benefit isproduced (eg: knowledge).

E.g.: materials, money, services, staff, or other assets.

What is facilities?

Amenities

Conveniencessomething provided for beneficial use

E.g.: classroom, air-conditions, tables, chairs, cupboards,

etc.


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WHY DO WE NEED RESOURCES &

FACILITIES IN THE CLASSROOM?

Resources:

Students have limited resources/facilities at home

The resources help learning activity

Resources as teaching aids during lessonseasily available Time-filling activities

To raise interests in reading

As rewards for those who finish work early, etc.

Facilities:

Provide conducive learning environment

Help learning activities

Provide comfort

Help instil sense of responsibility, etc.


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WHAT RESOURCES & FACILITIES DO WE

HAVE IN THE CLASSROOM?

Resources:

Subject displays

Reading materialsbooks, magazines, newspapers

Facilities:

Tables

Chairs

Air-conditions

Curtains

Cupboards

Lighting system, etc.


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DECIDING FOR RESOURCES & FACILITIES WE

NEED IN THE CLASSROOM?

Some guiding questions:

What do you think teachers actually need? State-of-the art facilities? A variety of materials? More space?

Teaching assistant?

What do you think learners actually need? Games? Movies? Comfortable seats? More space? More play

time? A variety of reading materials?

What would help create interest in learning?

What would help sustain interest in learning?

What would help speedy understanding?

What would help good active learning involvement?

What are the resources and facilities for the future?

What would give conducive learning environment? Etc.


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LOCATION OF RESOURCES AND

FACILITIES IN THE CLASSROOM

Where should resources be located?

Somewhere easily accessible / readable / can attractinterest

On the boards, walls

Corners of the class

Not somewhere distracting learning

*[Be creative in arranging resources]

Where should facilities be located?

Where they do not give health hazard to learners Arranged in order to give maximum help in learning

Following the master plan of the schoolfor safety reasons

E.g.: fire escape routes, etc


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WHY DO WE NEED TO EFFECTIVELY

MANAGE RESOURCES AND FACILITIES

Look at slide 4

To maximise their usage

To prolong their life-span [cost-saving], etc.


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HOW CAN WE EFFECTIVELY MANAGE RESOURCES

AND FACILITIES IN THE CLASSROOM?

Keep inventory

Establish rules and regulations for the use of resources

Rewards for good use of resources / cooperation /behaviour

Hold competitions (e.g.: Nilam) Punishments for vandalisms

Document resource movements/loans

Note: No specific way, what is good for one/class may not be good

for the other(s)

Arrangement may change due to situations, needs, objectives,etc.

The main objective is to fully utilise the usage of resources andmaterials for learning and to extend their life-span


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HOW TO FULLY UTILISE RESOURCES

AND FACILITIES IN THE CLASSROOM?

Good arrangement of resources and facilities Display - On the board, Resource corner, Mini library, etc.

Reading programme Intensive readinguse available resources in the class Extensive reading

Book loan programme

Specific reading time Competitions (e.g.: Nilam) Recognitions (e.g.: award/certificate) Book report Reading schedule Reading rewards, etc. [any activity/programme that helps maximum use of the

resources and facilities, teachers creativity helps]


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MANAGING PHYSICAL CLASSROOM

ENVIRONMENT

Classroom environment has been proven to changeand influence behaviours among students (Jones, 1999,and Savage, 2007).

The design of the classroom allows for some activities to

take place and for others to not. It is important that teachers take into consideration the

influence their classroom arrangement can make ontheir students.

The physical environment of a classroom sends out

symbolic messages to those who enter the classroom. Nonetheless, at times, these messages do not send the

right message to the students.


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MANAGING PHYSICAL CLASSROOM

ENVIRONMENT

Therefore, it is vitally important that teachers seewhat message their classroom sends out.

In order to properly design an effective physical

classroom environment there are four goals thatneed to be considered.

The four goals are:

1. Developing a sense of belonging and personalidentity

2. Enhancing competence and security

3. Promoting intellectual growth and stimulation

4. Accommodating privacy needs


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1. Developing a sense of belonging and personal identity

When a student is in a classroom where their personalidentity is enhanced the student will then feel that theybelong and have a sense of ownership.

A student spends many hours in their lifetime in theclassroom, so it is important that they are in anenvironment where they feel comfortable and makesthem more willing to learn.

How to develop sense of belonging and personalidentity? "Feelings of ownership and personal identity are enhanced by

allowing students to participate in decision making about theuse of the space - the grouping of desks, room decorations,and organization and placement of learning centres. Allowingthem the freedom to personalize their classroom helps studentsto develop a sense of belonging and pride" (Savage, 2007,page 63)


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2. Enhancing competence and security

The same level of security, like at home, should be takeninto the classroom since the students are spending themajority of their time in school.

The students need to feel as though they have controlof their own environment and to feel safecan beachieved by giving the students the right to arrangetheir own environment

How? E.g.:

Help make a safe environment by choosing furniture that is

appropriate for the students in terms of size and their learninglevels. This may include comfortable seating and stable work stations. To accommodate individual differences/needs , flexible furniture

can be offered to students This affects their achievements in the classroom.


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2. ENHANCING COMPETENCE AND SECURITY

However, flexible tables and chairs can bedangerousgood thorough explanation on howthe furniture could be used is needed.

A space should also be a place where success isachieved and acknowledged.

This would include bulletin boards in the classroom wherestudents successful work is demonstrated.

Work can be edited, displayed and ratedfunction as

extra resources too.

Adds to sense of competence and belonging

Promotes respect and affection resulting in improveddiscipline problems.


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3. Promoting intellectual growth and stimulation

Accomplishing intellectual growth inside the classroom requires a richand varied environment.

The classroom needs to be a dynamic and changing environment forthe students.

Stagnant classroom results in boring environment and in turnpromotes behavioural problems because of the dull/regimented

message it sends the students. Simple changes can be made to stimulate intellectual growth, to

give impression that the class is dynamic and to change classenvironment: E.g.: Updating the bulletin board and display areas, rearrange furniture for

different activities, etc.

However, seating arrangement shouldnt happen too often (esp. the

fixed arrangement)may cause anxiety, feeling of unsafe, etc. esp.if seating partner changes.

If room arrangement has to happen, it is important that the teacherhas quick access to all the students.

Proximity and mobility of seating arrangement is vital inaccomplishing an effective room environment


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4. Accommodating privacy needs

A difficult task given the small space and the amount of peopleinside the room but a large impact on their learning behaviour.

Flexible seating arrangement does provide some privacy to students :

E.g.: - siting with a friend they are close tofor both social interactions (to

feel safe, protected, to confide in, to share, etc.) and also for academic

purposes (discussion, exchange of ideas, sharing information, askingquestions, etc.)

This applies to both, fixed/permanent- seating arrangement and theactivity-based arrangement

Note: when designing a classroom, remember, some students workbetter alone and away from other studentstry to accommodate

this as well.

A corner secured by bookcases/cabinets can be designated as a private

work area for students to retreat to either to study or simply to be alone.

Providing this type of retreat for students communicates that you are

sensitive to their personal needs.


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ORGANISING PHYSICAL SPACE

EFFECTIVELY

Studies about student academic achievement andbuilding condition conclude that the quality of thephysical environment significantly affects studentachievement (Earthman, G., 2004:18)

In one study the significant improvements in the attitudesto teaching and learning were attributed to the betterimprovements in the physical environment createdamongst all users (Berry in Higgins et al 2005:14).

'The arrangement of space has immediate and farreaching consequences for teacher's ability to

effectively and efficiently accomplish daily activities, theformation of social and professional relationships, andthe sharing of information and knowledge' (Siegel, J1999:4)


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EFFECTIVELY

For teachers who frequently use whole-class activities ordiscussions, organize student desks into a u-shape orcircle

For small group activities, arrange the desks into well-spaced clusters. Allow plenty of room for teacher andstudents to move around the classroom freely.

Another idea is to implement a seating chart system. Thiswill prevent chaos when students first enter theclassroom and the chart can be displayed on adesignated student bulletin board, along with any other

important information. Decorate the room with student drawings, art work and

paintings to boost their confidence and creativity.


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EFFECTIVELY

One study concluded that teachers who are more likelyto modify their classrooms to produce what they believeis a more effective working environment are also morelikely to collaborate with colleagues in the staffroom

(Bissell, J 2004:29). There are many arguments in the research about the

optimal teaching and learning spaces and theircontribution to improving student achievement.

These range from:

those who advocate de-schoolingpulling down the walls to those who propose open space arrangements,

to those whose research reports the benefits of moretraditional classroom arrangements


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EFFECTIVELY

Research - 'less attentive and less successful pupils areparticularly affected by the desk arrangement, with theiron-task behaviour increasing very significantly whenseated in rows instead of tables' (Higgins et al 2005:26)

Researchers argue that teachers require a goodknowledge of their students to implement an effectiveseating arrangement.

Seating arrangements can be: territorial (space organised by individual desk ownership)

functional (space organised by a specific activity).

There can often be an 'action zone' where an increasedinvolvement between teacher and students occurs across thefront and down the middle of the room (Higgins et al, 2005:6Weinstein 1979:)


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EFFECTIVELY

Impossible to have a 'one size fits all' model

It seems that different arrangements are requiredfor different teaching and learning contexts.

It is imperative for a school to have a clear vision inorder to design facilities which can accommodatethe learners (Stevenson, K 2007:3; Higgins et al2005:14).


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INTERESTING CONTENTIONS ABOUT THE

PHYSICAL ASPECTS OF LEARNING SPACES

Temperature, heating and air quality are the most importantindividual elements for student achievement (Earthman, 2004: 1116).

Chronic noise exposure impairs cognitive functioning, with numbersof studies finding noise-related reading problems, deficiencies in pre-reading skills, and more general cognitive deficits. (Higgins et al,

2004:18). 'Colour remains the topic of some of the most optimistic claims about

morale and efficiency' (Sundstrom, 1987:751). The choice of the bestuse of colours is dependent on the age of children (brighter foryounger students, more subdued for adolescents) and differencesbetween males and females (malesbright colours, females

softer). Much research findings are conflicting, and remains hotlydebated (Higgins et al, 2004: 2122).

Using visual displays in classrooms breeds success because 'studentsare provided with specific examples of how success is obtained'(Culp, B 2006:14).


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PHYSICAL SPACE TO CONSIDER

Seating arrangements Displays Pair / group works Furnishing

Spatial density Privacy Noise and acoustics Climate and thermal control Air quality Windowless classrooms Vandalism Play-yards, Light and colour Etc.


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LOCATING INSTRUCTIONAL

RESOURCES FOR MAXIMUM USAGE

Instructional resourcesmaterials for teaching and

learning

Guiding questions for discussion (in 5 groups)

What factors to consider when choosing/designinginstructional resources?

What instructional resources do we need in the

classroom?

Why do we need these instructional resources?

Where should these instructional materials be located in

the classroom?

How can these instructional resources be fully utilised?


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CREATING SAFE AND POSITIVE ENVIRONMENT TO

HELP BUILD EFFECTIVE LESSONS

Most students need a strong sense of comfort and safetyfrom both physical and emotional abuse and criticism intheir classrooms.

Teachers need to have enough order that students donot intimidate, bully, insult, or overly criticize each other.

You achieve this sense of positive order by teaching anddeveloping positive social skills.

Students do well when they believe that they candepend on the teacher and their classmates.

This comfort is achieved by rules and regulations in the

classroom that are sensible and consistently enforced. Teachers build a trusting relationship by helping and

encouraging students and by stopping inappropriatebehaviour, such as racial and gender harassment.


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At all ages, students are very sensitive to what theyperceive as unequal treatment.

When students believe that their teacher favours somestudents over others, conflict grows in the classroom, andtheir trust in the teacher declines.

Teachers shouldnt put emphasis only on teaching, bealso a coach, mentor, counsellor, or cultural mediator tothe learners.

The lack of opportunity to develop personal relationshipsand the variety of teacher and student personalities

create alienation. Students want to be listened to and respected as

human beings with wants, desires, fears, and emotions(Valenzuela, 1999)


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Without positive personal relationships, schoolsbecome warehouses for students rather thanlearning centres.

Teachers and students without a sense of security

develop symptoms of stress, anxiety, and alienation. They resist change to a multicultural paradigm -

when schools are full of interethnic conflict, bullying,or sexual harassment, the violent environment

prevents many students from learning. Human relations lessons and strategies may help to

build classrooms where students feel safe andcomfortable.


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Dealing with power struggles:

It is important that students know that you maydisapprove of their behaviour but you still value them.

Dealing with power struggles can be difficult for

beginning teachers. When this happens to you, try to: Ignore the student's attempt to engage you in a power struggle

Insist that the teaching and learning needs to be met

Describe the behaviour you cannot accept to the student, inobjective and explicit terms.

Give a warning, stress the consequence and then follow through. Arrange for time out from the classroom or school. Seek

intervention by appropriate school personnel.

Communicate with the parents to draw up further action plans.(Saskatchewan Teachers' Federation, 1997)


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TUTORIAL

Discuss how effective physicalclassroom environment and socialcultural environment would contributeto effective lessons

Discuss and present what would youchange about your classroom if thesky were the limit? Provide reasons forthe changes you want to make.


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ISL

Surf internet to get more informationon effective physical classroomenvironment and effective socialcultural environment


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Documents

managing resources and facilities