28th

April 2017
EDUC1050 ASSIGNMENT PART 2 VALIDATION ESSAY (C3261400)


In the aim to create an optimal learning environment that values the personal growth,
development and success of both students and educators, the quality teaching framework
and personal experiences of individual teachers play a fundamental and influential role. The
quality teaching framework functions as a foundation and guide for educators to meet
important elements in their classroom lessons including those concerned with intellectual
quality, quality learning environment and significance (State of NSW, Department of
Education and Training Professional Support and Curriculum Directorate, 2003). Furthermore
past experiences of teachers allow them as educators to adapt specific areas in the classroom,
building an understanding of what may have more rewarding and positive outcomes. Both
aspects have had influential impact on the creating of my optimum learning environment and
the elements included within the layout.

The layout of students desks are constructed in small groups of four in the aim to promote a
sense of inclusiveness within the classroom environment that values all students despite any
cultural differences. Depending on the students individual charisma, behaviour and learning
abilities within a particular class, educators are able to assign students into small groups based
on they will believe will benefit the individual most. This may be to improve social skills, or
academic confidence. During the previous observation visit, the two classrooms observed
were set up similarly with the teacher explaining that students are given a different seating
arrangement each term. A seating plan has proven to have positive repercussions by
providing students with a sense of familiarity and limits chaos within the classroom (van den
Berg & Cillessen, 2014). Furthermore, the intergroup theory explores how individuals are
more likely to create new friendships and think more positively about one other when
brought together. (van den Berg & Cillessen, 2014).

Recognising the digital demands of the 21st century, this modern day classroom is designed to
promote engagement of students and connectedness to the technological advancements and
skills of todays society. Within the classroom, students have access to a class set of ipads,
computers, and kindles which all function as the software to successful teaching through the
Technological Pedagogical Content Knowledge model (TPACK). Further software is the
interactive SMART-board which is a central focus of this classroom. The classroom layout
places emphasis on the technological tool, recognising its ability to transform and enhance
21st century learning by introducing an exciting aspect to pedagogical practices. As Saine
(2012) explores, the SMART-board provides access to tools and apps that encourage higher-
order thinking, ultimately provoking the creativity of both students and educators.
Furthermore, the class ipad set encourages inclusiveness of all students by providing every
student with the opportunity to access the technological tool at the same time if required.
The classroom also has four laptops, each at stand-biased desks. As studies have found, the
vast length of time children spend sitting evidently links to any sedentary behaviours that may
acquire as adults (Chubbs, 2017). By providing students with the opportunity to stand and
complete any digital work, students are actively decreasing any future negative sedentary
behaviours.

In the corner of the classroom is a garden themed area, which is primarily used for
independent reading, small group literacy activities and where educators can access students
reading development individually in a semi private area. The reading garden is an area
designed to promote interest and engagement of students by providing a learning
environment that differs from traditional tables and chairs. The area is surrounded by
 bookshelves and a wide variety of different books at different reading levels in the aim to
meet both the abilities and interests of all students. As Pauline Harris (2015) explores, children
enjoy reading variety of genres that relate to areas outside their school day and it is important
that this area provides a wide range of books to support this, ultimately encouraging the
student direction within the classroom when selecting their desired text. The space also
provides access to kindles which supports 21st century learning, and also allows students to
explore genres beyond the physical books on the shelves. The reading garden is also
important for supporting the inclusiveness of students; especially those who struggle to afford
books outside of school.

The decorated walls and display of students work within the space is crucial in achieving a
sense of inclusiveness and social support within the classroom environment. As Annamary and
David (2016) explore, the walls within schools and education centers are often taken for
granted and disregarded in having any contribution to any areas within the classroom.
However, the way in which walls are decorated have a positive impact on student learning.
The created optimum learning environment values the achievements of all students by
displaying their work around the room. This work may be paintings, drawings, posters, or
short writing tasks. As observed during the observation visits, students feel proud and a sense
of achievement when work their work is displayed around the room and enjoy sharing it with
visitors. Furthermore, by displaying a vast amount of artwork around the room the classroom
becomes a more inviting, warm and positive learning environment that respects and
encourages all students.


Ultimately, the created optimum learning environment is effective in addressing the various
elements within the quality teaching framework model and is further constructed based on
current research and previous observations.

Reference List
Annamary , C., & David, A. (2016). Writing on the walls: Supporting 21st century thinking in the
material classroom. Teaching and Teacher Education , 60, 54-65.

Chubbs, C. (2017). Standing vs Sitting Time in Stand-Biased Classrooms. American Journal of Public
Health , 107 (3), e4.

Hinde McLeod, J., & Reynolds, R. (2007). Quality Teaching for Quality Learning. South Melbourne:
Cengage Learning Australia.

Saine, P. (2012). Ipods, Ipads, and the SMARTBoard: Transforming literacy instruction and student
learning. New England Reading Association Journal , 47 (2), 74-79.

State of NSW, Department of Education and Training Professional Support and Curriculum
Directorate. (2003). A classroom practice guide. Retrieved from Quality Teaching in NSW public
schools : https://uonline.newcastle.edu.au/bbcswebdav/pid-3086552-dt-content-rid-
10506156_1/courses/CRS.117635.2017.S1/CRS.115157.2016.S1_ImportedContent_2016020108570
5/Classroom%20Practice%20Guide%20Full%20Copy%281%29.pdf

van den Berg , Y., & Cillessen, A. (2014). Peer status and classroom seating arrangements: A social
relations anaylsis. Journal of Experimental Child Psychology , 130, 19-34.