Classroom spaces that work : Mariynn K. Clayton with Mary Beth Forton

Imagine spending every day in a physical space designed for people much bigger than you.. It’s likely that you’d end up feeling uncomfortable, insignificant, and out of place.
Unfortunately, this is how many children feel every day in their classrooms. Whether it’s because the chairs are too big or too small, the aisles too narrow, the tables too low, or the displays too high, the message is clear: "This room was not made for you."
The sad fact is that most classroom spaces are far from ideal. Perhaps they were originally designed and built with little or no consultation with the teachers who would be working in them. Teachers probably won’t be able to transform an inadequate classroom space into an ideal one, they can make dramatic improvements. The most obvious place is by thinking about the students. Create a physical environment that makes children feel comfortable and significant and that best serves their needs.

Make the Classroom Fit the Children’s Bodies

Too many times I have watched students struggle with attention and behavior problems that were clearly the result of being in spaces that were too small, too crowded, or otherwise unsuited to their physical size.

So, before you even meet the students, estimate the range of sizes based on what’s typical for that age. Use this estimate to:

• Choose desks, tables, and chairs that fit the children. Also, consider making modifications to the furniture you currently have.
• Select and arrange bookcases and shelves. In general, children should be able to see and be seen over any shelves.
  
• Determine where to locate display areas. Displays meant for children should be at their eye level whenever possible.
• Plan the amount of space needed for class meetings. When children are sitting in a circle, there should be approximately three inches between children.
• Plan enough space for table work. Keep in mind that when children sit at a table to work, they need "elbow room" and space to spread out materials.
• Plan enough space for the children to line up at the exit door. For comfort and safety, it’s best to allow about nine inches between children.
• Plan passageways—the aisles children use to move about the room. In general, a passageway should allow two children to walk past each other comfortably.

After students arrive, observe how they use the room. Make necessary adjustments and invite the students to be part of the design process whenever possible. This gives children a sense of ownership and increases their investment in making the design work.

Source: Responsive Classroom Newsletter: April 2001

What Teachers Should Know and Be Able to Do: National Board for Professional Teaching Standards®

Policy Position (Five Core Propositions)

The National Board for Professional Teaching Standards seeks to identify and recognize teachers who effectively enhance student learning and demonstrate the high level of knowledge, skills, abilities and commitments reflected in the following five core propositions.

1. Teachers are committed to students and their learning.

Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the belief that all students can learn. They treat students equitably, recognizing the individual differences that distinguish one student from another and taking account of these differences in their practice. They adjust their practice based on observation and knowledge of their students' interests, abilities, skills, knowledge, family circumstances and peer relationships.

Accomplished teachers understand how students develop and learn. They incorporate the prevailing theories of cognition and intelligence in their practice. They are aware of the influence of context and culture on behavior. They develop students' cognitive capacity and their respect for learning. Equally important, they foster students' self-esteem, motivation, character, civic responsibility and their respect for individual, cultural, religious and racial differences.

2. Teachers know the subjects they teach and how to teach those subjects to students.

Accomplished teachers have a rich understanding of the subject(s) they teach and appreciate how knowledge in their subject is created, organized, linked to other disciplines and applied to real-world settings. While faithfully representing the collective wisdom of our culture and upholding the value of disciplinary knowledge, they also develop the critical and analytical capacities of their students.

Accomplished teachers command specialized knowledge of how to convey and reveal subject matter to students. They are aware of the preconceptions and background knowledge that students typically bring to each subject and of strategies and instructional materials that can be of assistance. They understand where difficulties are likely to arise and modify their practice accordingly.

Their instructional repertoire allows them to create multiple paths to the subjects they teach, and they are adept at teaching students how to pose and solve their own problems.

3. Teachers are responsible for managing and monitoring student learning.

Accomplished teachers create, enrich, maintain and alter instructional settings to capture and sustain the interest of their students and to make the most effective use of time. They also are adept at engaging students and adults to assist their teaching and at enlisting their colleagues' knowledge and expertise to complement their own. Accomplished teachers command a range of generic instructional techniques, know when each is appropriate and can implement them as needed. They are as aware of ineffectual or damaging practice as they are devoted to elegant practice.

They know how to engage groups of students to ensure a disciplined learning environment, and how to organize instruction to allow the schools' goals for students to be met. They are adept at setting norms for social interaction among students and between students and teachers. They understand how to motivate students to learn and how to maintain their interest even in the face of temporary failure.

Accomplished teachers can assess the progress of individual students as well as that of the class as a whole. They employ multiple methods for measuring student growth and understanding and can clearly explain student performance to parents.

4. Teachers think systematically about their practice and learn from experience.

Accomplished teachers are models of educated persons, exemplifying the virtues they seek to inspire in students -- curiosity, tolerance, honesty, fairness, respect for diversity and appreciation of cultural differences -- and the capacities that are prerequisites for intellectual growth: the ability to reason and take multiple perspectives to be creative and take risks, and to adopt an experimental and problem solving orientation.

Accomplished teachers draw on their knowledge of human development, subject matter and instruction, and their understanding of their students to make principled judgments about sound practice.

Their decisions are not only grounded in the literature, but also in their experience. They engage in lifelong learning which they seek to encourage in their students.

Striving to strengthen their teaching, accomplished teachers critically examine their practice, seek to expand their repertoire, deepen their knowledge, sharpen their judgment and adapt their teaching to new findings, ideas and theories.

5. Teachers are members of learning communities.

Accomplished teachers contribute to the effectiveness of the school by working collaboratively with other professionals on instructional policy, curriculum development and staff development. They can evaluate school progress and the allocation of school resources in light of their understanding of state and local educational objectives. They are knowledgeable about specialized school and community resources that can be engaged for their students' benefit, and are skilled at employing such resources as needed.

Accomplished teachers find ways to work collaboratively and creatively with parents, engaging them productively in the work of the school.

New academic year greetings 2012

Minister of Education Ms. Sifa Mohamed and the subordinates of the ministry of education extend heartfelt and warm wishes to the beloved students, parents, principals, teachers and staff of the education sector on the occasion of the new academic year 2012.

ސުކޫލުތަކުގައި ހިންގޭ އިތުރު ޙަރަކާތްތަކުގެ ސަބަބުން ދަރިވަރުންނަށް ހެޔޮ އަސަރު ކުރެއެވެ

ސުކޫލު ނުވަތަ މަދުރަސާއަކީ ދަރިވަރުންގެ ހަޔާތުގައި ވަރަށް މުހިއްމު ދައުރެއް އަދާކުރާތަނެކެވެ. އެއީ ތުއްތުއިރުއްސުރެ ތަޢުލީމާއި ތަރުބިއްޔަތު ހޯދައި، ދިރިއުޅުމުގެ ތަފާތު ހުނަރުތައް އުނގެނުމަށް ކޮންމެ ދުވަހަކު މަދުވެގެން އެއްފަހަރު ގޮސް އުޅޭ އެދުރުގެ އެވެ. އެއީ ދަރިވަރުންގެ ޢިލްމީ ހަޔާތް ބާއްޖަވެރި ކޮށްދޭ ގޯއްޗެވެ. ހަމައެހެންމެ އެއީ އެކުދިންގެ ދުނިޔަވީ ހަޔާތަށް މަގުދައްކައިދޭ ބިނާވެސް މެއެވެ. އަދިހަމައެހެންމެ އުޚުރަވީ ޙަޔާތް ބާއްޖަވެރިކުރުމުގެ މަގުތައް ހޯދާ ކިއްލާވެސްމެއެވެ. މި މުހިއްމު މަރުކަޒުގައި ދެވޭ ތަޢުލީމުގެ އިތުރުން، ހިންގޭ އިތުރު ހަރަކާތްތަކުގެ ސަބަބުން ދަރިވަރުންގެ މުސްތަޤުބަލު ފުރިހަމަ ގޮތުގައި ބިނާކުރުމަށް މަގުފަހި ކޮށްދެއެވެ.

ޒަމާން ބަދަލުވަމުންދާވަރަކަށް އަޅުގަނޑުމެންގެ ހަޔާތަށް އައުކަންތައްތަކެއް ތަޢާރަފުވަމުންދެއެވެ. އެކަންތައްތަކާ ކުރިމަތިލުމަށްޓަކައި އެކިކަންކަމުގެ މަޢުލޫމާތު އެނގުމީ މުހިއްމު ކަމެކެވެ. އެހެނީ އެކަންތައްތަކާ ކުރިމަތި ނުލެވިއްޖެނަމަ ފަހުން ހިތާމަކުރަންޖެހޭނެތީއެވެ. ދެތިން ފޮތް ހިފައިގެން ސުކޫލަށް ގޮސް ފިލާވަޅުތައް ހެދި ޒަމާން ފަސްދީ ހިނގައްޖެއެވެ. ކިޔެވުމުގެ އިތުރުން ސުކޫލުގައި ހިންގޭ އިތުރުހަރަކާތްތައް ގިނަވެ އެކަންކަމުގެ މުހިއްމުކަން ވަނީ އިންތިހާއަށް ބޮޑުވެފައެވެ. އެހެންކަމުން ސުކޫލުގެ އިތުރުހަރަކާތްތަކުގައި، ޚާއްޞަކޮށް ސުކައުޓާއި ގާލްގައިޑުފަދަ ޙަރަކާތްތަކުގައި ބައިވެރިވުމުން ދިރިއުޅުމުގައި ދިމާވާ އައު ކަންތައްތަކާ ކުރިމަތިލުމަށް ހިތްވަރުލިބޭނެއެވެ. މިގޮތުން ދިމާވާ އެކިއެކި ގޮންޖެހުންތަކުން ސަލާމަތްވުމަށް އަމިއްލަޔަށް މަސައްކަތްކުރުމުގެ ޤާބިލުކަންލިބި އަމިއްލަ ދިރިއުޅުމުގައި ކުރަންޖެހޭ ބައެއްކަންކަން ކުރަން އެނގި، އެކަކު އަނެކަކާ ގުޅުންބަދަހިކުރުމަށް މަގުފަހިވެގެންދެއެވެ.

އިންސާނުންނަކީ ތަފާތު ބައެކެވެ. އެކި މީހުންގެ ކިބައިގައި ޤުދުރަތުން ލައްވާފައިވަނީ އެކި ހުނަރުތަކެވެ. އެހެންކަމުން މިފަދަ ހުނަރުތައް ކުރިއެރުވުމަށް ދަރިވަރުންނަށް ފުރުސަތުތަކެއް ލިބިދޭންޖެހެއެވެ. މިފުރުސަތުތައް ލިބިދެވޭނީ އެކަންކަމަށް ޢަމަލީ ފިޔަވަޅުތަކެއް އެޅިގެންނެވެ. ސުކޫލުތަކުގައި ދަރިވަރުންގެ ހުނަރުތައް ތަރައްޤީކުރުމަށް ބާރުއެޅި އެފަދަ ކުދިންނަށް ވީހާވެސް ގިނަ ފުރުސަތުތަކެއް ދެވިއްޖެނަމަ އެކުދިންވެގެންދާނީ ކާމިޔާބު ބަޔަކަށެވެ. ލިޔުންތެރިކަމުގެ ހުނަރުތަކާއި ޅެންވެރިކަމުގެ ހުނަރުތައް އަދި ތަމްޘީލުކުޅުމާއި ލަވަކިޔުމުގެ ހުނަރުތައް އަދި ކުރެހުމާއި އެކިއެކި ކުޅިވަރުތައްކުޅުމުގެ ހުނަރުތައް ލިބިގަނެވޭނެ މާޙައުލެއް ސުކޫލުތަކުގައި ޤާއިމުކުރެވިއްޖެނަމަ، ދަށް ނަތީޖާ ލިބި މާޔޫސްވެފައިވާ ހާލުގައި ސުކޫލު ނިންމާކަށް ނުޖެހޭނެއެވެ.

ސުކޫލު މަދުރަސާތަކުގައި ހިންގާ ދިވެހި ކުލަބާއި ތިމާވެށި ކުލަބު އަދި އިސްލާމު ކުލަބާއި ކުޅިވަރު ކުލަބުތަކުގެ ސަބަބުން ދަރިވަރުންގެ ކިބައިގައިވާ ހުނަރުތައް ކުރިއެރުވުމަށް މަގުފަހިވެގެންދެއެވެ. ވާހަކަދެއްކުމުގެ މުބާރަތްތަކާއި ބަހުޘް މުބާރާތްތައް، އެކިއެކި ދީނީ ކުއިޒުތަކާއި ތިމާވެށީގެ އެކިއެކިޕްރޮގްރާމުތައް އަދި ތަމްޘީލާއި ޑުރާމާ މުބާރާތްތައް ހިންގުމުގެ ނަތީޖާއެއްގެ ގޮތުން ދަރިވަރުންގެ ހުނަރުތައް ތަރައްޤީވަމުން ދެއެވެ. މިފަދަކަންކަމުން އެފަދަ ހުނަރު ހުރި ކުދިންނަށް ރަނގަޅު ފުރުސަތުތަކެއް ލިބިގެންދާނެކަމާމެދަކު އެއްވެސް ޝައްކެއްނެތެވެ. މިކަމުގެ ސަބަބުން އެފަދަ ދަރިންގެ ހިތްތަތަކުގައި ދީނީ ރޫޙޫ އާލާވެ، އަމިއްލަ މާދަރީ ބަހަށާއި ޤައުމީ އެކިއެކި ކަންކަމަށް ލޯހުޅުވި ޤައުމާއިގެން ކުރިއަށްދާނެ ދަރިންތަކެއް އުފަންވާނެކަން ޔަޤީނެވެ.

ގާލްގައިޑައި ސްކައުޓުފަދަ ހަރަކާތްތަކުގެ ސަބަބުން އެހަރަކާތްތަކުގައި އުޅޭކުދިން ކަމެއް ދިމާވުމުން ހަދާނެގޮތެއްނޭނގި ބިރުންގޮސް މައިން ބަފައިންގެ ފޫބުޑަށް ވަދެ އޮންނާކަށް ނުޖެހޭނެއެވެ. އެއީ އެފަދަ ހަރަކާތްތަކުގެ ސަބަބުން އިޖުތިމާޢީ އެކިއެކި ހުނަރުތައް ދަރިވަރުންނަށް ލިއްބައިދެވޭތީއެވެ. ފެތުމާއި ކެއްކުންފަދަ، ޖޯލިގެތުމާއި ވިޔުންފަދަ އަދި ތަފާތު ވައްތަރުގެ ގޮށްޖެހުންފަދަ ކަންކަން އަމިއްލަޔަށް ކުރުމުގެ ޤާބިލުކަން ލިބޭތީއެވެ. ދިރިއުޅުމުގައި ދިމާވާ އެކިއެކި ކަންކަން އަމިއްލަޔަށް މާބޮޑު އުނދަގުލަކާ ނުލައި ހައްލުކުރުމުގެ ވިސްނުމާއި ކަންކަމުގެ ވައްޓަފާޅި ދަސްވުމުގެ ނަތީޖާއެއްގެ ގޮތުން ޖެހިލުންކުޑަ، ކަންކަމަށް ކެރިގެން ކުރިމަތިލުމުގެ ރޫޙު އުފެދިފައިވާ ދަރިންތަކެއް ޤައުމަށް ނެރެދެވެއެވެ. ކަންކަމުގައި ފަސްޖެހިފައި ނުތިބެ އަމިއްލަ ނަފްސަށް އިތުބާރުކުރުމުގެ ރޫޙު ހަރުލާފައިވާ މުވާޠިނުންތަކެއް އުފެދެއެވެ. މިހުރީ ހައްތަހާވެސް ސުކޫލުތަކުގައި ހިންގޭ ތަފާތު ހަރަކާތްތަކުގެސަބަބުން ދަރިވަރުންނަށް ކުރާ ފައިދާއެވެ. ހެޔޮ އަސަރުތަކެވެ.

ސުކޫލުތަކުގައި ހިންގޭ ތަފާތު ހަރަކާތްތަކުގެ ސަބަބުން ދަރިވަރުންގެ ކިބައިގައި ގެއްލިފައިހުރި ހުނަރުތައް ނެރެ ދައްކާލުމަށް މަގުފަހިވެގެން ދެއެވެ. ނަތީޖާއެއްގެ ގޮތުން ތަޢުލީމީ ގޮތުން މާބޮޑު ކާމިޔާބީއެއް ނުލުބޭ ކުދިންވެސް މުޖުތަމަޢުގެ ތެރޭގައި ބާކީވާކަށް ނުޖެހެއެވެ. އެކުދިންނަށްވެސް ފުރުޞަތުތަކެއް އޮތްކަން ވިސްނި އެކަންކަމުގައި ކުރިއަށް ދިއުމުގެ މަގު ތަނަވަސްވެގެން ދެއެވެ. އެހެންކަމުން ސުކޫލުތަކުގައި ހިންގޭ އިތުރު ހަރަކާތްތަކަށް އިތުރު ސަމާލުކަމެއްދީ އެފަދަ ހަރަކާތްތައް ކުރިއެރުވުމަށް ސުކޫލުތަކުން ގުޅިގެން މަސައްކަތްކުރުން މުހިއްމެވެ. އެއިރުން އިތުރު ކުރިއެރުންތަކެއްލިބި ކާމިޔާބުގެ އެންމެ އުސް ކުރިބޯށްޓާ ހިސާބަށް އެރުމަށް މަގުތަނަވަސްވެގެންދާނެއެވެ. "2009ގެ ޖަމާޢަތުގެ ޚަބަރުން ނަގާފައިވާ"

ދޭހައިގެ ސުވާލުތަކަށް ޖަވާބުދޭށެވެ.

1. ދަރިވަރުންގެ ހަޔާތުގައި، ސުކޫލު މަދުރަސާތައް މުހިއްމު ދައުރެއް އަދާކޮށްދޭ ތަންތަނަށް ވެފައިވަނީ ކީއްވެ؟

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2. ޒަމާނާ ގުޅިގެން އަންނަ އައުކަންތައްތަކާ ކުރިމަތިލުމަށްޓަކައި ކުރަންވީ ކަމަކީ ކޮބާ؟

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3. ސުކޫލުގައި ހިންގޭ އިތުރުހަރަކާތްތަކުގައި ބައިވެރިވުމުން ލިބޭނެ ދެފައިދާއަކީ ކޮބާ؟

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4. އެކި މީހުންގެ ކިބައިގައި ލައްވާފައިވާ އެކި ހުނަރުތަކުން އަންގައިދެނީ ކޮންކަމެއްތަ؟

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5. ދަރިވަރުންނަށް ދަށް ނަތީޖާ ލިބި މާޔޫސްވެފައިވާ ހާލުގައި ސުކޫލު ނިންމަންޖެހެނީ ކީއްވެތަ؟

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6. ސުކޫލުތަކުގައި ހިންގޭ އެކިއެކި ޕްރޮގުރާމުތަކުގެ ސަބަބުން ދަރިވަރުންނަށް ލިބޭނެ ރަނގަޅު ފުރުސަތުތަކަކީ ކޮބާ؟ އަދި

އެކަމުގެ ފައިދާއަކީ ކޮބާ؟

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7. ގާލްގައިޑައި ސުކައުޓު ފަދަ ހަރަކާތްތަކުން ދރިވަރުންނަށް ކުރާ ދެފައިދާ އެއް ލިޔޭ!

Wish you all a wonderful New Year!