Burden (2020) posits that planning for a lesson is the heart of an effective teacher. The process is active and allows teachers to synthesize their understanding of language teaching pedagogy with the learners' knowledge, the curriculum, and the teaching context. During planning, the facilitator envisions the learning that needs to occur and evaluates how the whole segments of learning experience need to fit as a whole to make the vision a classroom reality. The plan is vital as it leads to the attainment of the learning objectives. This paper contextualizes a classroom reflection.
Firstly, the plan should ensure that the class is made accessible to all learners. The chalkboard should be centrally located in front of the class to allow visibility for all the students. Learners’ desks should be neatly arranged in rows with a vast space separating them. The row arrangement is commonly used since it is easy to supervise and teach ( Melo et al., 2019). Similarly, U-arrangement can be used as a close supplement. Clear space is required to be created between the walls and the beginning of desks. The availability of spaces between the rows and the walls allows the teachers' free movement throughout the class. Congestion should be avoided since it inhibits learning. Also, research reveals that plenty of natural light improves students' results, implying that the classroom plan should be designed to face the east or west, to the best of the daylight without the glare and with ample windows and doors ( Burden 2020).
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For the classroom to serve its purpose, a classroom plan should establish the class management. Díaz-Yáñez and Sánchez-Sánchez (2020) analyze that a teacher should have knowledge, skills and attitudes vital for managing a class and build rapport with both students and parents. Reinforcements of ethical behavior and punishment to diminish bad ones should be encouraged in the plan. With either row or U-arrangement incorporated in the classroom plan, a teacher can maneuver around and reach all the students. Close conduct with the students enables the teacher to identify their needs and develop appropriate and urgent re-addressing. During discussions, a circle arrangement is planned since all the students can see each other, and the teacher can potentially monitor all their actions. Horseshoe's plan can be incorporated, which promotes more interaction among the neighboring students.
However, the facilitation of a good classroom plan is, at times, hit by several challenges. The major problem is the resource facilities of the schools. Some schools suffer from insufficient rooms to accommodate many student populations leading to congestion in classes. One of the solutions to the congestion problem is encouraging administration in the prioritization of building more classes. In the cases where increasing the classroom fails, the teacher can subdivide the students to halves or so in that they attend to the first group effectively and create time for the remaining students.
According to Melo et al. (2019), a good classroom plan incorporates the needs of all the students’ inclusion of the visually impaired and young students. There are two types of visual impairments; the impaired should be recommended to seek medical attention or join a special school. The partially impaired should be planned to sit in front of the classroom near both the teacher and the chalkboard. Also, the students need to be provided with seeing aids like classes. The teaching aids and materials like charts in the plan should have substantial writings enough for their visibility. The plan should also have visualized materials on the walls to help young learners participate in daily routines and have breaks for their playful activities. Besides, there is a need for ample space and materials to renew interest and engagement (Burden 2020).
In conclusion, there is an impressive degree to which students' surroundings can influence their education. Several studies have confirmed that it is vital for classroom appropriate planning that caters to all students with visually impaired and the young ones to promote their learning. In situations where facilities do to accommodate a good plan, a teacher should be innovative enough to develop amicable solutions.
References
Burden, P. (2020). Classroom management: Creating a thriving K-12 learning community . John Wiley & Sons.
Díaz-Yáñez, M., & Sánchez-Sánchez, G. (2020). The Pre-Service Teacher and the Classroom Planning Process. Revista Internacional de Investigación en Ciencias Sociales , 16 (1), 31-55.
Melo, M., Bentley, E., McAllister, K. S., & Cortez, J. (2019). Pedagogy of productive failure: Navigating the challenges of integrating VR into the classroom. Journal for Virtual Worlds Research , 12 (1).
