Running Head: CLASSROOM MAP AND REFLECTION 1
Classroom Map and Reflection
Lucy Cecilia
CUR/520 Advocating for Learning
June 29, 2020
Dr. Barbara Baethe
Final Grade Last attempt with a grade
80 / 80 6/30/2020
Lucy Cecilia
Feedback for student
Lucy - Your Classroom Map and Reflection assignment was outstanding. You just did a great
job. I have no suggestions for improving your assignment. Well-done!
Running Head: CLASSROOM MAP AND REFLECTION 2
Classroom Map and Reflection
The main components for active and collaborative learning is creating a classroom setting
where students feel safe, confident, and are consider part of the learning environment as they
interact with their peers and other adults in the classroom. Students needs the assurance of a
positive learning environment where the setting is already set for them to enter and start learning.
To achieved this, it can be done by creating a map layout that is effective while students are
learning. In my classroom map I have created a layout for elementary students in kindergarten.
In my classroom map I have various components that allows students to learn and interact
with their teachers, peers, and other faculty. When you enter my room the first component that
you will see is the computer center at the right side of the room. This center consists of a square
computer table with five round stools for five students and another table with eight iPad.
Students can choose what type of technology tool they want to use. Students can collaborate with
other students or work on their own. As the teacher I float throughout the classroom to make sure
students are working on their assigned assignment or if they may need help.
Next to the computer center is the creative writing, which consist of four round chairs and
a square table, next to it is the writing supplies that students have access to use for creative
writing. In the supply shelf there are pencils, crayons, markers, scissors in baskets, stencils,
papers, and pencil sharpener. Students can collaborate with their peers as they learn and share
what they write or draw as they create their own work. Students are eager to share their ideas and
they like to be creative when given the opportunity to as they actively learn. This is where I can
observe the students as they write or draw while they express themselves. It is important for
students to feel pride when they have accomplished their own work and can share their ideas.
Another component is the library center, it consists of bookshelves divider, two small
Running Head: CLASSROOM MAP AND REFLECTION 3
couch, two stools, throw pillows, and stuff animals. Students enjoy going to the library in my
classroom, they can choose where to sit and read a story by themselves or with a partner. The
pillows are spread around the carpet if student choses to sit on the rug. In the bookshelves there
are baskets of various books with different levels of reading. They can read alongside with a
partner or on their own. For students who may be shy they like to hold a stuff animal and read to
it. This allows them to gradually participate with their peers once they feel comfortable.
In the center of the classroom is the components of students seating which consists of
four round tables for four students at each table. I chose this arrangement because it allows
students to collaborate as they learn and helps me with classroom management. This also allows
me the opportunity to float and help students if needed. Grouping students in small groups will
allow them to engage with their peers and give me the opportunity to group students with special
needs with diverse learners so that they can learn from one another. Next to the student’s tables
is the group time circle carpet and the smartboard. This is where students gather during learning
time before they go to the learning centers. Here I will carry out the lessons for the day that
students will be learning. During this time students can participate and discuss our learning
activities. I like using the think- share-pair approach. Allowing students to partner with their
peers during this process will increase student thinking skills and will also give them the
opportunity to participate and discuss what they think of a given activity. Another component is
the science and math center. In this area students will have access to manipulatives for math and
science. Students choses which manipulative they going to use and go to one of the tables to
work with a partner. Also, there is a shelf with science books and items such as magnifying
glass, rocks, weigh scales, and magnets. During this learning center students can explore and
express themselves as they learn.
Running Head: CLASSROOM MAP AND REFLECTION 4
Next, when you enter to the classroom on the left side of the room is the art center, sink,
storage closet for supplies, and students ‘cubbies. I like having the art center next to the sink
because students have access to the painting supplies and after they are done using the supplies
they clean up after themselves. Students at this young age like to help in the classroom. Allowing
students to be creative in art center give them a sense of exploring different tools for painting,
foster communication, and interaction skills with peers. The cubbies are where students put their
personal belonging. There is small shelf on the top with student learning books. Students names
are on the cubbies so that when they enter in the beginning of the school year, they learn their
name and put away their stuff when entering the classroom in the morning.
Last component is the differentiated learning kidney table. This is where I work with my
students during guided reading or where I will do my assessments for students using Fountas and
Pinnell assessment tools. Behind the kidney table is the teacher’s supplies, this is where all
learning materials, curriculum, books, and important documents are stored. I do not have a
teacher desk I prefer to sit at the kidney table and having a teacher’s desk takes too much room,
plus I hardly sit down unless I am working with my students. It is important that students are
involved in their learning process and that the classroom arrangement is welcoming to our
students. My goal as a teacher is to create a classroom of learning for all my students to learn and
be confident once they leave my classroom.
Classroom Map
Art Student Student Teacher Shelf
S Cubbies
Center Cubbies
i
n
k
Differentiated Learning
kidney table
Running Head: CLASSROOM MAP AND REFLECTION 5
Storage Four Students Round
Closet Tables 4 Students at
Smart
each table Group Circle Board
Time carpet
Door Entrance/
Exit
Science
Table
and Math
Shelf
Computer Eight iPad
Bathroom
Center five
tablets
Bookshelves
Library Center
Creative Writing Rug, two sofas, two stools,
Center Supplies throw pillows, stuff animals
for writing
Running Head: CLASSROOM MAP AND REFLECTION 6
Reference
Cooper, N., & Garner, B. K. (2012). Developing a learning classroom: Moving beyond
management through relationships, relevance, and rigor. Thousand Oaks, CA:
Corwin/SAGE.
Faulk, J., & Evanshen, P. (2013). Linking the primary classroom environment to
learning. YC: Young Children, 68(4), 40-45. Retrieved from
https://search.proquest.com/docview/1439083338/fulltextPDF/491F57D257254B
5APQ/1?accountid=35812
