Observation Task 3: Mapping the Learning Environment
Focus: The learning environment.
Objective: For student teachers to map the learning environment that exists in
the classroom including the layout of the seated area and learning centers.
Procedure:
1. Draw a map of the learning environment within the classroom (you can use
computer software).
2. List the functions of each of the activity areas.
3. If possible take photographs of the classroom including displays on the wall.
4. Think about why the classroom layout is organized as it is. Ask your MST
why the desk/tables are arranged as they are and the function of each area of
the classroom. Write your answers
It is usual for my MST to move the tables into groups, so students are sitting and facing each
other in groups of 4 ideally. The reason he do this is he keep teacher talk to the minimum
because he want the students to be active and take responsibilities in their own learning
rather than expecting him (the teacher) to provide all content and all answers. It also
provides the opportunity for inter-class team games amongst the students and also the
chance for group and pair work. My MST wants students to work through tasks and to make
an effort to work out answers. The grouping of the tables also provides pathways for he to
walk around the class, to check or help groups when they need the teacher. He can sit
beside individuals if needed or talk to them as a group. He can check if they understood his
instructions and also their progress, as some groups finish faster than others. In this case,
the groupings provide an opportunity to give more work to the stronger students and give
more time and attention to the weaker students.
Examples:
Area Function
Printer The students can print any work they do it from their laptop
or if they want to copy the paper they can print from the
printer.
Library The students can set in the library and study, also they can
choose any book and borrow the book from the library to
help them in their projects, and then they can return the
book to the library.
Water machine When the students have a rest or break they can go to the
water machine to take water.
Success center If students need help or take the practice paper for the
EmSAT exam or any worksheet can help them they can go
to the success center and the teachers can help the students.
*Add rows as needed
Reflection
Based on your observations and discussions, summarize what you have observed.
Think about:
The idea of learners being ‘active’ learners. Discuss how the classroom
organization facilitates activities for the learners. Give examples of activities
you observed and the way in which the classroom organization makes these
activities accessible. Consider ease of movement within the learning
environment.
How and where are materials stored in the classroom? Do the children/learners
need to be able to get and put materials away?
Where does the teacher have her table/papers/materials?
Are there areas that encourage independent learning? Give some examples.
Why are these areas important?
The classroom environment it’s very important for the students because it will affect
them to focus with the teacher. The students are very active and interact with the
teacher while he explains the lesson. The teacher organizes the time for each activity
and the students learn and know the specific time for each activity. The students can
use the materials if the teacher say for them, the teacher put the paper that the students
will work on it on the table and they can't touch the paper until the teacher gives them
the instructions. The materials for the teachers it's on his own table and he can control
with his materials and with students materials. The teacher can use the activity
through the time he arrange for each activity. The students can move in the classroom
and change their place to sit with the another group to discuss with them about the
activity and the student will help each other to correct their answer until the teacher
stopped them to discuss, then the teacher start to discuss with them and correct their
answers, and explain the points that the students don’t understand from the activity.
When the students done with the first activity they immediately swap to the other
group and sit until the teacher give them the instruction to begin the activity and the
teacher use the same strategy. This will help the students to build their relationship
and communication between each other and the students will learn from each other.
