Classroom Literacy Environment

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CLASSROOM LITERACY ENVIRONMENT 5

ClassroomLiteracy Environment

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ClassroomLiteracy Environment

Myobservation took place on 7thOctober 2016,since students spend more time reading materials of their choice onFriday. The observationtook the best part of the afternoon approximately three hours from 2pm to 5 pm. Ithappened in LEPC School because the school teaches two languagesSpanish and English.Also,the students are from different family back groups, ethnic groups,race,and religions. The observation was carried out on grade 1-3 studentssince the teachers were welcoming and willing to be interviewed.

Theteachers were very helpful especially the English teacher whoclarified everything that goes on in the library. The classroomcontained 16 students from different ethnic groups and race,but all students speak English as the common language. There areshelves set up for every subject in the classroom. The materials arearrangedin a systematic way from the most concrete concepts towards lessconcreteones. Additionally, there are areas set aside for reading, art,writing and practical life (Iqbal, Hassan &amp Ali, 2015).

Inthe library, all materials aredisplayedin such a way that they are accessible to students. Each and everysubject has books and other reading materials such as magazines andnewspapers that relate to the subject. Also, the library has an areacontaining fiction and non-fiction books which are accessible to thechildren only on Friday afternoon. In each subject,the books aredividedinto two languages that is English andSpanish depending onthe interest of the students. The class library islocatedat the back of the classroom where shelves are clearly labeled forthe students. The library contains materials for different levels inevery subject.

Accordingto my observation, the learning materials provided in the libraryseem to appeal to the students. Duringthe time of observation,all students were busy with books of their choice,and one could note from a distance that they were enjoying themoment. The library’s environment issetin a waythat it sparks the student’s curiosity and interests. Books thatare likely to engage the students arewell displayedsothatthe learners can locate them. Also, there are books of differentsizes in each subject placed where a studentcan reach them. Teachers and students have access to readingmaterials at any time they require them for any subject. Studentsreceive lessons inboth English and Spanish.

Studentshave a set time for reading where they can read alone or in groups.In most cases, teachers read aloudfor the student in English and sometimes in Spanish. Also, thestudentmay learnmore using the library materials about a subject after the lesson isover. The students are allowed to freely work on regular size tables,on rugs on the floororfloortables. In case a student requiresassistance on acertainsubject a teacher cansit and offer assistanceto the particular student. This brings about the one-on-oneinteraction between the teacher and student, which simplifies thelearning process.

Duringlibrary time,the students areallowed tochoose a book or other materials on a subject oftheir choice, including the fiction and non-fiction readingmaterials.

Theclassroom has two majorshelves for English and Spanish materials as well as writingresources that the student may require when writing. There are metalinserts and sandpapers letters for those students who are beginningto write. Also, there are boards where students are free to practicewriting with chalks. For the older children, there are writingprompts, story writing, journals,and research topics.

Theteachers have created materials that arehangedon the walls for various subjects. Theprovided materials teach the kids how to listen and writeeffectively.Also, there are books outside the library that are still accessibleto the childrenduring their free time.

Asobserved, after children arrived in school they held a meeting withthe teachers where they discussed the day’s activities and theexpectations. Theteacher seemed to encourage small groups as she argued small groupsare more efficient as compared to large groups.The teacher goes around the groups assisting and answering thequestions from the kids. When a teacher was attending to a group,the rest of the class appeared to be busy with their work. Theteachers encouraged all the groups to concentrate on their work whereshe used encouraging messages instead of negativity. Warnings weregiven in a positive way so as to support the learners.

Conclusion

Theclassroom literacy environment waswell setthat encouraged kids to read and learn more. The library isarranged in away that it sparks the curiosity and interests of all students. Thewalls arefilledwith prints that encourage activereading and writing (Iqbal, Hassan &amp Ali, 2015). The literacyenvironment created in the classroom is good and can berecommendedto other schools. The language used by the teachers in encouragingthe learners is just amazing. One can note that the students arereally enjoying the learning process, contrary to other settingswhere students perceive learning as some sort of punishment.According to the observations,the classwas perfectly organized,and it can serve as an example to be emulated by other schools.

References

Iqbal,M. Z., Hassan, M. U., &amp Ali, M. Q. (2015). Effects of PhysicalClassroom Environment on the Literacy Outcomes: A Meta-Analysis ofTeaching Writing Skill. Journal of Policy Research(JPR), 1(1), 31-35.

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