education

Time Allocations in School T H E S K I L L F U L T E A C H E R 83 PART TWO | MANAGEMENT | TIME 2. Teacher instructional time is the amount of allocated time the teacher is actually engaged with students delivering instruction or actively monitoring learning experiences (versus doing […]

TIME AS A CONSTRUCT School effectiveness researchers over the past three decades have ranked time—and time-related instructional variables—either number one or number two on a list of eight to ten factors that are important to student achievement (Scheerens & Bosker, 1997; Berliner, 1990; Good & Brophy, 2000; Greenwood, 1991; Tindal & Parker, 1987; Marzano, 2000).

Seven Classroom Configuration Options: (1) Twos, (2) Circle, (3) Clusters, (4) Rows, (5) Perimeter, (6) “U”s, and (7) Center. Ten Classroom Space Recommendations: 1. Materials students use should be visibly stored and accessible. 2. Avoid dead space. 3. If needed, for reasons of safety or control, arrange space so the teacher can see all of

TEN RECOMMENDATIONS FOR USING SPACE The literature on the use of school space is sparse, and the research is even thin- ner. A series of interviews we conducted with teachers showed support for the following ten recommendations: 1. Materials students use should be visibly stored and accessible to facili- tate efficient getting out and putting

OWNERSHIP AND PRIVACY Getzels (as cited in Lewis, 1979) raises the issue of what spaces belong to the students in a classroom or a school. She provides the following list: p Desk: This is probably the most valued and protected space. In tradi- tional classrooms, it may be the child’s only source of personal space.

CONFIGURING CLASSROOM SPACE Twos This configuration enables partner work for any number of teacher directions: “Compare your answers with a partner and reconcile any differences” or “Turn to a partner and discuss how this character’s action compares with other books we’ve read by Judy Blume.” The pairs of desks can be arranged in such a

MATCHING SPACE TO INSTRUCTION Teachers experience a wide variety of office arrangements when they confer with school principals. Some principals speak to teachers across a desk; some have the teacher’s chair next to the desk so that the conversation takes place across the corner of the desk. Other principals have their desk in a corner

How does the use of space support the lesson? Architects, interior decorators, and environmental engineers believe that the way things are arranged in space (including the space itself) makes a difference in how people function. These professionals make their living helping people to be happier and to function more efficiently through better use of the

What kind of learning environment does it ask for? Architects, interior decorators, and environmental engineers believe that the way things are arranged in space (including the space itself) makes a difference in how people function. These professionals make their living helping people to be happier and to function more efficiently through better use of the

What are the goals of the lesson? Architects, interior decorators, and environmental engineers believe that the way things are arranged in space (including the space itself) makes a difference in how people function. These professionals make their living helping people to be happier and to function more efficiently through better use of the physical environment.