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My Ideal Classroom Environment, Essay Example

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When I imagine my ideal classroom environment, the autonomy and independence of my students is a major feature.  Even though my school is quite small and the teacher/student ratios tend to average around 10:1, I have found that I still have the tendency (as do my colleagues) to talk at my students rather than talk to them.  I often become very invested in my curriculum, to the exclusion of other learning opportunities.  This problem extends to the relationship that my students’ parents have with our school environment.  I will tell my students that their parents should become more involved in our classroom activities without really considering what that means.  In a sense, I’m merely playing lip service to the notion of parent involvement.  This is especially easy to do at my school because the majority of our parents are busy, affluent professionals who only get involved in the school environment when something is wrong.

I would like to create an atmosphere in which parents are involved in the classroom when their children are doing things ‘right’, but it’s difficult to figure out a way to accomplish this in a productive way.  While there aren’t a lot of cultural barriers (that I’m aware of) to impede parental involvement, I find that the biggest obstacle to getting parents invested in the literacy (and other) goals of their children lies in the way parents view the parent/teacher/student relationship.  Most of my students are high-performing and I have few discipline problems in the classroom.  When students have academic difficulties, their parents are more likely to hire a tutor than come into school to speak to me about how they can best help their children.  While I don’t mean to judge or complain about my students’ parents, they seem to come from a place where they are used to delegating tasks and are very focused on concrete learning goals rather than the overall learning experience.  For example, we get a high level of parental involvement when we hold college application information night, but much less of a turnout when we had a literacy fair last year.  The general attitude (with the exception of a few core parents who are deeply involved in the school) seems to be:  don’t bother me unless my kid is in danger of flunking out/not getting into a good college.

This sends a terrible message to my students, I think.  In trying to come up with a classroom action plan to strengthen family involvement, I asked some of my senior English students how they thought their parents could be encouraged to take a more active role in the classroom.  Overwhelmingly, they responded with apathy, and several of them stated that they didn’t think their parents cared very much about the day-to-day aspects of their school experience.  I am really baffled as to how I can develop a better relationship with my students’ parents so as to demonstrate to them that they can play a pivotal role in their children’s literacy and overall scholastic achievement.  The best I’ve been able to come up with so far is to remain very concrete and goal oriented (which they seem to prefer), perhaps using statistics to show them that students with involved parents do better on their SATs and college applications and are therefore better able to get into good colleges and find good jobs post-college.  These are the types of things that seem to motivate the majority of my students’ parents, so I may have to tailor my approach to meet their interests.

More ‘Edu-speak’ Terminology

Authentic Performance –Developing curriculum and assessments that integrate meaningful performances in real-world contexts.  Assessments are used to determine how students think and learn along with what they can do and know.

Community-Centered –School structures and practices that work to create a community of learners within the school that will support the learning of all students.

Emotionally Safe Classrooms –A classroom environment in which the teacher has created a supportive and responsive culture which encourages independent thinking and intellectual risk-taking because students know that they won’t be punished for speaking their minds.

Learning Communities –Classroom or school environments in which students work together using group projects or collaborative activities to build both their knowledge and their sense of how to apply this knowledge in real-world settings.

Overlearning –The practice of studying and practicing material after it has already been mastered.

Prejudice Reduction –Interventions employed by the teacher or school to assist students in developing positive values and attitudes towards race.

Zone of Proximal Development –Information or skills that are considered the ‘next step’ for students based on their development and the tasks that they have already mastered.  This type of education is intended to give students tasks that challenge them while not being so difficult as to discourage them from attempting or completing the task.

“The Learning Classroom: Theory Into Practice.” (2012). The Annenberg Foundation . Retrieved from http://www.learner.org/courses/learningclassroom/index.html

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Reimagining the Modern Classroom

The seats, space, and stuff that idyllic learning environments are made of

This is the fifth installment in our series about school in a perfect world. Read previous entries on calendars , content , homework , and teachers .

We asked prominent voices in education—from policy makers and teachers to activists and parents—to look beyond laws, politics, and funding and imagine a utopian system of learning. They went back to the drawing board—and the chalkboard—to build an educational Garden of Eden. We’re publishing their answers to one question each day this week. Responses have been lightly edited for clarity and length.

Today’s assignment: The Space. Describe the perfect classroom.

Rita Pin Ahrens, the director of education policy for the Southeast Asia Resource Action Center

Students need to be in classrooms that inspire them—spaces that are light, airy, and filled with examples of work that they aspire to do. Each school will have a variety of spacious classroom settings. Some will be more traditional in the way that we envision classrooms now, but others might be set up outside or within an atrium or amphitheater. There might be desks, cushions, or benches arranged in rows or circles—however the teachers want them, as not every classroom will follow a template. Each classroom will be set up based on what is necessary to meet learning objectives. But schools will prioritize configuring classes to inspire learning first and foremost, and, where appropriate, reflect the diversity of environments that students are exposed to outside a school setting. Students will have beautiful spaces that make them feel good to be at school—with art, living plants, music where appropriate, comfortable seating, and fast internet access.

Nicholson Baker, the author of Substitute: Going to School With a Thousand Kids

Windows that open are a nice feature, as are clean bathrooms and individual desks that can be rearranged. Smaller schools and smaller rooms seem to work better than larger schools and larger rooms.

Teachers enjoy decorating their classes; the walls of the rooms in which I substituted often held a polychrome profusion of STUFF—posters and charts, and rules and exhortations, and cartoon characters and keyword lists. Sometimes the decor works wonderfully, sometimes it doesn't. Less is more, in general. If you are forced to go to a place you hate going every day, any sentence on the wall can become an irritant.

Carol Burris, the executive director of the Network for Public Education

My experience as a high-school principal taught me to never spend too much time worrying about the “small stuff.” I put the arrangement of desks in a room in that category. Students and teachers need clean, roomy, well-ventilated, and well-lit spaces for teaching and learning. Every school will have air-conditioning, and there should be sufficient heat in classrooms when it’s cold, but there should not be over-heating.

Hallways should be quiet, and classrooms should be as sound proof as possible. Desks or tables should be comfortable, and they should be configured in the room as the teacher sees fit, depending on the lesson. Everything about the physical space should be designed so that there is little to distract from teaching and learning.

I have seen movable walls come and go, and I have witnessed the debates over blackboards and whiteboards, and desks in a circle versus desks in a row. Yet in the end, we seem to come back to designs that are pretty traditional. I think that happens because those designs serve our students and teachers pretty well.

Catherine Cushinberry, the executive director of Parents for Public Schools

In general, there will be different types of movable desks varying in size and capacity—individual, long, and round. Chairs will be movable and will not have an attached desk. There will be large pillows near the windows. Students will be able to find a place that is comfortable for them. Standing will also be allowed, even when students are using computers. There will be a large open space that will serve as a community gathering spot. The classroom will have big windows to let a lot of natural light shine through. The room will be colorful without being obnoxious—colors will be blues, greens, whites, and yellows. There will be multimedia equipment in the room, along with the latest computers. There will be areas where students can post ideas to help make the learning environment more engaging and fun. The classroom will also be tailored to the topic, but all will have interactive stations where hands-on learning can be experienced by all students.

Recommended Reading

Disrupting the One-Teacher Standard

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Michael Horn, the co-founder of the Clayton Christensen Institute

In the future, we won’t have “classrooms.” The enemy of the future of the classroom has arguably been that phrase: “the future of the classroom.” It locks us into a model of believing students will be sorted by age and sit in a room together with one teacher in the front.

Students will learn in student-centered environments—perhaps we’ll call them learning studios—where each student’s learning is personalized to meet his or her precise needs. It will be critical to rearrange the physical space and furniture to align with the principles of student agency, flexibility, and choice that are the core of new learning models. Because these models will leverage multiple modes of learning, they will need spaces built for different activities, which can occur individually through digital media or in small interactive groups. As Larry Kearns, an architect at Wheeler Kearns Architects who recently designed a cutting-edge school space in Chicago, told me , “Ideally, spaces for all of these modes of learning can be located in the same physical space, interlocked to minimize disturbances between them. [The] combination of learning spaces [will be] inherently decentralized since it focuses on the students. The teacher’s desk, if there is one, is pushed to the margins.”

Richard Kahlenberg, a senior fellow at The Century Foundation

Form will follow function, and if one of the key principles of public education is to instill an appreciation for democracy, then classrooms will be arranged so that students are equals with one another (not some in the front, others in the back), and so that students are active participants in learning, not passive recipients of teachers’ knowledge. Whereas the traditional lecture hall connotes hierarchy, placing desks in a circle suggests students should be learning to debate and become decision makers. Within the circle, desks will also be clustered in small groups of four to encourage collaboration among students.

These classrooms will feature student artwork and projects but never publicly show grades or test-score results that might humiliate struggling students. The most important feature of the physical classroom is that the students seated in the desks come from a variety of backgrounds—rich and poor, black and white, Latino and Asian.  Integrated schools are important because they teach children how to get along with classmates from different backgrounds and underline the democratic message that in America, we are all social equals. Low-income students attending mixed-income schools are as much as two years ahead of low-income students in high-poverty schools, so we must ensure not only that the arrangement of the desks is equitable but also that the backgrounds of the students occupying those desks are diverse.

Michelle Rhee, the founder of StudentsFirst and the former chancellor of Washington, D.C., public schools

Classrooms at the elementary-, middle-, and high-school levels will look very different. Elementary classrooms will have work stations that can be easily moved throughout the room so students can begin fostering relationships with each other. Also included will be the beloved “story space,” a communal seating area with soft fabrics and warm colors, where the full class can gather for announcements, reading, and celebrations.

Middle-school classrooms begin to mature with the students, incorporating informal seating areas like window seats and benches with collaborating worktables. This will allow students to become comfortable working in teams and also to seek out space for personal reflection and work.

High-school classrooms will be designed by students themselves, providing breakout space for group work and more private areas for individual work and studying. High-school classrooms will reflect the transition that students are facing, allowing for independence but also providing a nurturing environment for curiosity. Classrooms at all levels will have interactive technology, books, and e-readers, and as much natural light as possible. Further, all schools will think about non-traditional learning spaces such as gardens, kitchens, and places off campus.

Randi Weingarten, the president of the American Federation of Teachers

The idea of prescribing what a classroom should look like is laughable. In New York, I negotiated a contract that said the arrangement of furniture should be up to the teacher and based on the needs of the class.

Every classroom will be properly apportioned for its purpose. A science lab needs scientific equipment. A music room needs instruments. All classrooms need enough desks for the students and enough books for every child. And teachers will arrange the room in the best possible way for their students’ learning.

It’s also important to look at the appropriate role of technology in the classroom. Technology can be a powerful tool, but it must be implemented with the intention of enhancing educator-facilitated learning, not replacing it. It must also be paired with real professional development for educators, not a “just add water” program of handing students a device and expecting positive results.

Check back tomorrow for the next installment in this series.

Center for Teaching Innovation

Classroom environment strategies.

"The dynamics of the classroom, the tone, the interpersonal forces at play, and the nature and structure of communication patterns all combine to either support or inhibit the students’ motivation to pursue a goal" ( Ambrose , 2010).

Your classroom environment is a blend of the social, emotional, and instructional elements of your class. Research shows that many aspects of your classroom environment can affect student motivation and that students who are more motivated, put more effort into learning activities ( Ambrose , 2010).

The way you manage and organize your classroom is important. Below, we describe a few things you can do to build a warm and inclusive classroom where students feel like they belong and can do their best work.

Goals, Setting Guidelines

• Make your course goals clear to your students so that they can focus on the essential information. Tell your students how you expect them to reach those goals.
• Establish guidelines to ensure your classroom is inclusive, respectful, and conducive to learning ( Ambrose , 2010). Use clear guidelines to create a safe learning environment that ensures respect for student ideas and viewpoints.

Creating a Sense of Belonging

• Help students get to know each other by using icebreakers
• Connect with your students: Share something about yourself; also learn their names and something about them
• Encourage participation
• Let students know how to get help (e.g., office hours, help centers, etc.)
• Be aware of your verbal and non-verbal cues and what they’re communicating to your students (e.g., folding your arms creates a barrier between you and your students; making eye-contact helps to establish trust)
• Come to class early and talk informally with your students as they arrive

Instructor & Course Organization

Regardless of your course style, there are strategies you can use to create a supportive, positive environment to reduce student anxiety and stress.

• Align your learning objectives, assessments, and instructional strategies, and provide a clear course structure
• Prepare your students for what they need to do within and outside of class to succeed
• Provide early opportunities for feedback, and continue with targeted, timely feedback during the course
• Use active learning strategies and have students work together regularly
• Give students opportunities to practice and reflect upon what they are learning
• If you will have multiple graders, state how you will ensure fair, consistent grading
• Use rubrics to grade assignments and prelims (where applicable) and communicate these rubrics to students as early as possible

Leading Discussions

• Ask students to think about learning environments in which they felt most comfortable speaking up and listening closely to others
• What conditions do they need to feel confident participating? What is acceptable or unacceptable behavior?
• Convey your respect for all opinions and encourage participation
• Allow space for everyone to participate
• Model active listening behaviors (McKeachie, 2014)
• Address difficult or uncomfortable topics directly
• If your class uses discussions to talk about potentially sensitive or charged topics, use the LARA method

A learning climate develops whether or not you are intentional about creating it. Be transparent about expectations, especially grading. Regarding classroom behaviors, what are your expectations for classroom participation, discussion, questions? What are ways every member of the course can help foster an inclusive community? How should students contact you or raise concerns?

See our building inclusive classrooms page for ideas and strategies around creating and sustaining inclusive classrooms .

Cornell students come from around the world. Speaking clearly, explaining references and acronyms, and making an extra effort to include everyone can go a long way.

Get to Know Your Students (Undergraduates and Graduates)

• Every group of students is unique, and class interactions can vary from semester to semester. It is always important to get to know your students and build a positive rapport. Connecting with students helps develop a classroom dynamic that can support learning in multiple ways, including promoting student engagement, expression, and openness to intellectual challenges.
• Simple actions such as learning students’ names, sharing information about yourself, and asking students about their background or experiences can foster a positive classroom climate. On the very first day, asking students to complete a survey about themselves, and facilitating an icebreaker can set the tone .
• Throughout the semester, set standards for respectful discourse and take action to include more students in class discussions or activities. Several times during the course, check in with students about their experience in the course. This resource about establishing ground rules  provides some examples of setting expectations.

Selected Resources

• Classroom Climate
• Connecting with Your Students
• For facilitating difficult topics: Faculty Institute for Diversity or Teaching & Learning in the Diverse Classroom online course
• Ohio State University's Sense of Belonging in the College Classroom

Ambrose, S. A., Bridges, M. w., Lovett, M. C., DiPietro, M., & Norman, M. K. 2010. How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass.

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Optimizing the Learning Environment: The Ideal Classroom

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Smaller Class Size: A Catalyst for Individualized Learning

Benefits for Teachers: Reduced Stress, Increased Patience

Conclusion: nurturing an optimal learning environment.

Optimizing the Learning Environment: The Ideal Classroom. (2016, Sep 28). Retrieved from https://studymoose.com/ideal-classroom-essay

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September 8, 2021

What is Your Ideal Classroom?

Back to School is here and there is no stopping it, even as we negotiate masks and vaccinations. Not to fear! We are educators, and we can do hard things! If you will be returning to a brick & mortar classroom, this blog provides some fresh ideas.  

The beginning of a new school year is the perfect opportunity to redefine how your classroom looks and operates ensuring the space is effective and efficient. In previous eras, classrooms were designed around “chalk and talk,” or the “sage on the stage,” teaching. But, over time, teaching and learning have evolved. Best pedagogical practices and research inform us that students learn best when teachers are a “guide on the side,” or “teach between the desks.”  

Here are suggestions for creating a classroom that flows with efficiency! 

1. Keep materials ready and abundant- including books so students can engage in casual reading whenever they have time.

2. Create a place where students can meet and feel secure. Students learn from each other and need a consistent environment where face-to-face interactions happen organically. Most of our communication is through body language, so providing students with opportunities to work together improves students’ EQ (Emotional Quotient).

3. Classroom technology should be nimble and easy to access.

4. For students who are tech-savvy, consider a mentor-mentee model with those who have more experience offering support to those who have less.

5. Think through placing your teacher desk at the back of the room to reinforce your role as a guide and encourager.

Take a look at these inspirational classrooms:

While you might not be able to completely redesign your classroom, there are small things you can do to engage and excite your students about learning.

1. Use the organization and décor of your classroom as a community-building opportunity!

2. Ask students to draw pictures of how they would like their classroom organized.

3. Invite parents to offer their suggestions about what would engage their children in active learning.  

4. Treat your classroom as a blank slate and turn it into an innovative learning space that inspires creativity!  

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Is your classroom as well-managed as it could be? There are a handful of characteristics found in effective classrooms that every teacher should work toward cultivating. These features set managerial, behavioral, and instructional guidelines—for teachers and students alike—that help to preemptively solve problems.

If you and your students are in need of more order and productivity, build these characteristics into your daily flow as soon as possible. You will find that prioritizing these features will make your classroom more effective in every way.

Clear Rules and Expectations

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Classroom rules should be clear and concise, leaving no room for students to wonder what they should be doing at any given time. Involving them in developing these rules and expectations is all the better for increasing their ownership and understanding.

When designing your procedures and routines , remember that they must be:

• Reasonable and necessary
• Clear and understandable
• Consistent with instructional goals
• Built using specific positive action words (e.g. about what students should do rather than what they should not do)

Consistently and fairly enforce rules. Put behavioral management plans in place to handle behavior that is not consistent with expectations. Be sure to communicate the consequences of not following rules to students before these are enacted.

Frequent and Successful Assessment

Students need to understand what is expected of them not only as it pertains to behavior, but also in terms of academics. Teachers in effective classrooms communicate with students about what they should be learning and track progress often. Make assessment a norm in your classroom and use it to inform your teaching.

Systems for assessing student growth include daily charts, weekly updates, monthly progress reports, and quizzes. Effective classrooms include regular formative and summative assessment. Not everything needs to be formally graded, but any grading you choose to do should be done quickly and include some form of feedback, however brief, to let students know how they did.

Students should know before you grade them exactly how you will be grading. If you are going to be using a rubric , explain its parts to your students. If you are going to be looking for anything in particular, tell them what that is. Whatever criteria you are using to define success, share it with your students so that everyone is on the same page.

High Student Engagement and Involvement

Students do their best learning when they are engaged and involved. To design effective instruction that is likely to motivate your students, consider your delivery of material, the level of choice you offer, and the degree to which students have a say in their own learning.

There are many ways to make content more exciting for your students. Technology is a common one, but it is easy to misuse (check out the Triple E Framework for guidance on effective technology use). Experiment with different formats of delivery to achieve high student engagement. Students might be more engaged when working in groups,

Students should be able to self-direct their learning as much as possible. This makes content more accessible and meaningful to them and increases their excitement. Provide students with multiple options whenever you can.

For example, if you are teaching about the Vietnam War , let students choose how to explore it. They might prefer to study the timeline, the influence of politics on the war, or even music, art, and literature on the topic. Let them present their findings with a research paper, multimedia presentation, or series of data tables.

Student-Centered

Students should be active participants. In effective classrooms, students take part in discussions, investigations, and experiments that broaden their knowledge and skills. Whether through whole group discussion , small group work , or independent practice , the majority of learning is student-led.

Through a blend of engaging individual and collaborative practice, your students will learn to teach themselves and take on more and more of the responsibility in designing their educational experiences. Over time, they may help you create rubrics or develop inquiry projects using limited criteria. Student-centered and designed learning yields more success all around.

Authentic and Purposeful Learning

Students should be able to make connections between what they are learning in school and real life. These authentic connections are essential for effective teaching. You will not be able to communicate the importance of any subject if you do not help students see how it relates to them—they should never wonder why a particular subject is being taught.

Work to make learning personal for your students by giving them a purpose and an audience. Introduce topics in terms of how they relate to students. Gradually place the responsibility of finding this out on your students until they are able to do this for themselves.

When it comes time for them to demonstrate what they've learned about a subject, give them an authentic audience outside of the classroom to share their learning with. You should let them know who their audience will be as far ahead of time as possible.

Efficient Housekeeping

There are a number of daily housekeeping tasks to be completed in every classroom. Develop systems for working together with students to complete these as efficiently as possible to maximize instructional time. Classroom organization is not just the teacher's responsibility.

Students must do their part. Maintain high standards for organization and set expectations for students to follow every day. Create methods for managing attendance and tardiness , restroom use , materials, and other aspects of daily life in the classroom. When these are streamlined, every task is made a whole lot easier.

An organized classroom promotes more effective instruction and management. Students that know their role in keeping things orderly are able to operate more independently and this means that you can focus your time and effort on designing instruction and conferencing with students.

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The Ideal Classroom by Logan

Loganof Livingston's entry into Varsity Tutor's October 2014 scholarship contest

The Ideal Classroom by Logan - October 2014 Scholarship Essay

The classroom has always been the center for education. It is very easy to create an unpleasant classroom environment that makes learning more difficult and stressful. However, knowing the needs of students and working to meet those needs could lead to the ideal classroom environment.

For me, the ideal classroom environment is one with no more than fifteen people. A small class is one that allows the teacher to work more individually with each student, and is more open for class discussion. Large classes, on the other hand, are too large for the teacher to work one-on-one with students and make class discussion more difficult

Also, the ideal classroom should be laid-back. Strict classrooms are very stressful and can cause students to lose their motivation to work and keep them from learning what they need. A laid-back class, however, reduces stress and helps to keep students engaged in their work. It also allows students to be more creative since they are not restricted by a strict set of rules.

In conclusion, the ideal classroom environment should not be large and strict. It should be a small, laid-back class that encourages students to do their best and be creative. Such a classroom environment might be difficult to create, but it would be worth it for the benefits it offers to students.

My Ideal Classroom Essay Sample

• Pages: 3 (718 words)
• Published: August 17, 2018
• Type: Essay

Essay on my ideal schoolroom set up for simple school kids.

My ideal schoolroom is non wholly. but about based on merriment. My chief aim is to hold childs come into my category room and feeling that Ms. English’s schoolroom is a whole batch of merriment.

Not merely do I desire my schoolroom to be fun. but I besides want it to be a particular topographic point for all of my kids. My ideal schoolroom would hold all of the services for all of my kids to larn. turn.

and thrive. At the same clip. I want my schoolroom to be simple and non excessively busy. I feel a busy schoolroom tends to do kids experience overwhelmed and more easy distracted.Equally far as siting agreements travel I would hold to be with my category for at least a fu

ll hebdomad to calculate out the constellations of the schoolroom. I would most likely situate the kids in a group format so that they can socialise and interact with each other.

I would organize this group constellation based on my observations on who works good together and where the distractions originate from etc. My desk would be situated where I could see all of my pupils. If I were to acquire a Kindergarten schoolroom I would likely locate the seats in a group puting or big tabular arraies. If I had a 3rd class schoolroom I would decidedly hold a large group meeting mat where everyone can garner around during category meetings. I would besides do certain to hold comfy chairs and a large sofa for kids to catch books and read. I want my pupils t

hold a comfy topographic point where they can read and loosen up.

This furniture would be situated right following to my library country. I would hold a immense library for my pupils. The bigger the library. the more books and you can ne'er hold adequate books in a schoolroom.

I would besides hold a computing machine centre in my schoolroom. I feel that kids need many tools in order to larn and turn. Even though a computing machine is a machine. I feel that it is a critical portion of the schoolroom. I would trust to hold at least two computing machines for my pupils to work on. Some kids do non hold entree to computing machines at place and I think that they are a immense tool for a child’s success.

They besides bring in engineering in the schoolroom which is of import.Following to the computing machine station I would love to hold a scientific discipline centre where kids can work straight with their custodies. I want a “hands-on” centre where kids can seek new things and larn about animate beings and workss etc. I think it would be merriment for my pupils to larn and at the same clip merely “fool” around with all the orderly scientific discipline “stuff.

” A “quiet” country is another portion of my ideal schoolroom. I think a quiet country would be really good for my pupils. I would seek and envelop a twosome of desks off in a corner with bookshelves for any kids who need some alone or work clip.My schoolroom would besides hold many visuals. I want every portion of my schoolroom to be larning Plutos.

The kids should larn from what I put on the walls.

I would hold many marks up for the different centres and set up the alphabet ( in Murray format of class ) . drawings. images. colourss.

Numberss. forms. fundamentally everything to provide to the class degree that I teach. I would besides do certain that I cater to any of the particular needs pupils that I likely will hold.This write up of my ideal schoolroom is evidently non perfect ; nevertheless. I feel that it is an equal study of how I would visualise my ain schoolroom.

I think being in the existent environment. and acquiring to cognize your pupils. along with larning from experience on what works and what doesn’t is what will assist me put up my schoolroom.Mentions:Daily Routine 8:30-9:00-Morning Meeting/Opening Circle 9:00-10:30-Reading/Language Lessons 10:30-11:00-Reading 11:00-12:00-Math Lessons 12:00-1:00-Lunch 1:00-1:30-Social Studies/Science 1:30-2:15-Movement/Physical Activity/Special 2:30-3:00-Reading/Class activity/Dismissal

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