The Classroom and the School
The Physical Elements:
Classrooms need to be functional, although schools and teachers must create a space that students want to go to (Victorian Institute of Teaching, 2010). Teachers need to come up with a design and layout of the classroom that is beneficial for the students and influences their learning. They need to take into consideration the physical features such as supervised private places for students as well as spaces that foster a sense of community, temperature, exposure to noises, furnishings, background displays and the colours used within the classroom (Victorian Institute of Teaching, 2010). The quality of the physical environment significantly affects student achievement and it is through these attributes that can affect student learning. One of the most important features of a classroom that can either hinder or facilitate learning is seating arrangements. A successful seating arrangement should enable interaction, suit the instructional objective and activity; students can easily be seen by the teacher and the instruction taking place (Cinar, 2010). The seating arrangement within the classroom can also be a difficult process as teachers need to consider the students who sit at the back versus the students who sit at the front, if students will be grouped or put into rows, students’ personalities (Cinar, 2010). All these issues can affect student learning. A desirable design of the classroom can show how engaged and involved students are and this is essential for their learning.
Curriculum and Pedagogy:
The current curriculum documentation for all Victorian schools to follow is AusVELS. This framework is designed for
students from foundation to year ten and provides a set of prescribed content and common achievement standards which schools use to plan student learning programs and assess students’ progression (AusVELS, 2013). It is the educator’s responsibility to use this framework and come up with learning and teaching plans that is effective for the students. There are a variety of domains that AusVELS cover and this can be overwhelming for teachers as they would have to get through quite a lot of content and time constraints may be an issue. Following a curriculum guideline and pedagogical framework improves students level of achievement as it ensure quality teaching, consistency across the school and support from the school (Department of Education, Training and Employment, 2013).
Teachers and Students:
Creating a supportive classroom environment is an important aspect of effective teaching. It is the role of the teacher to provide students with appropriate curriculum and equip students with the knowledge, skills, attitudes and strategies that build a foundation for lifelong learning (Department of Education, Training and Employment, 2013). The classroom
is where most of this learning occurs and therefore the teacher must establish an encouraging and positive environment. For this to occur teachers must be professional, provide for the many learning needs and styles and ensure classroom practices and management are maintained. A positive student-teacher relationship and classroom plays a vital role in academic achievement (Victorian Institute of Teaching, 2010).
Classrooms need to be functional, although schools and teachers must create a space that students want to go to (Victorian Institute of Teaching, 2010). Teachers need to come up with a design and layout of the classroom that is beneficial for the students and influences their learning. They need to take into consideration the physical features such as supervised private places for students as well as spaces that foster a sense of community, temperature, exposure to noises, furnishings, background displays and the colours used within the classroom (Victorian Institute of Teaching, 2010). The quality of the physical environment significantly affects student achievement and it is through these attributes that can affect student learning. One of the most important features of a classroom that can either hinder or facilitate learning is seating arrangements. A successful seating arrangement should enable interaction, suit the instructional objective and activity; students can easily be seen by the teacher and the instruction taking place (Cinar, 2010). The seating arrangement within the classroom can also be a difficult process as teachers need to consider the students who sit at the back versus the students who sit at the front, if students will be grouped or put into rows, students’ personalities (Cinar, 2010). All these issues can affect student learning. A desirable design of the classroom can show how engaged and involved students are and this is essential for their learning.
Curriculum and Pedagogy:
The current curriculum documentation for all Victorian schools to follow is AusVELS. This framework is designed for
students from foundation to year ten and provides a set of prescribed content and common achievement standards which schools use to plan student learning programs and assess students’ progression (AusVELS, 2013). It is the educator’s responsibility to use this framework and come up with learning and teaching plans that is effective for the students. There are a variety of domains that AusVELS cover and this can be overwhelming for teachers as they would have to get through quite a lot of content and time constraints may be an issue. Following a curriculum guideline and pedagogical framework improves students level of achievement as it ensure quality teaching, consistency across the school and support from the school (Department of Education, Training and Employment, 2013).
Teachers and Students:
Creating a supportive classroom environment is an important aspect of effective teaching. It is the role of the teacher to provide students with appropriate curriculum and equip students with the knowledge, skills, attitudes and strategies that build a foundation for lifelong learning (Department of Education, Training and Employment, 2013). The classroom
is where most of this learning occurs and therefore the teacher must establish an encouraging and positive environment. For this to occur teachers must be professional, provide for the many learning needs and styles and ensure classroom practices and management are maintained. A positive student-teacher relationship and classroom plays a vital role in academic achievement (Victorian Institute of Teaching, 2010).