classroom environment

Describes a framework for teaching based on the PRAXIS III criteria which identifies those aspects of a teacher's responsibilities that promote improved student learning; exploring twenty-two components, grouped into the four domains of planning and preparation, classroom environment, instruction, and professional responsibilities.

Describes a framework for teaching based on the PRAXIS III criteria which identifies those aspects of a teacher's responsibilities that promote improved student learning; exploring twenty-two components, grouped into the four domains of planning and preparation, classroom environment, instruction, and professional responsibilities.

Presents a tool for assessing the quality of preschool, kindergarten, and child care classrooms in the areas of space and furnishings, personal care routines, language-reasoning, activities, interaction, program structure, and parents and staff, with instructions for administration and scoring.

Suggestions to help set up the physical spaces that are conducive to learning and make the best teaching possible.

Includes: Whole language and the active learning: A philosophical model --- The physical set up of the classroom -- Timetabling -- Classroom atmosphere -- Whole language - creating a language rich environment, creating reflective speaking experience, creating active listening experiences, creating focussed viewing experiences, creating reflective dramatizing experiences, creating meaningful reading experiences, creating purposeful writing experiences --- An integrated child centered curriculum -- Learning centres -- Record keeping, student evaluation and parental involvement. Has blackline masters.

Offers advice to help teachers use careful planning and specific strategies to generate high levels of attention and engagement in the classroom, explaining how teachers can incorporate movement, build positive relationships with students, connect lessons to their lives, and encourage them to apply knowledge.