Organization and routines in the classroom differs for each teacher.

Willow
Schroeder’s classroom looks like this.
Ms. Schroeder’s daily and weekly schedule keeps her on the move.

Monday/Thursday/Friday:
1- 7:20-8:10 Co-Taught English
8:15-8:45 CCP (Study Hall, meets with students)
2- 8:50-9:40 Co-taught Science
3- 9:45-10:35 Ct-Science
Lunch- 10:35-11:10
4- Planning
5- 12:10-1:00 Resource Science
6- 1:05-1:55 Resource Science

Tuesday
1- 7:20- 8:55 Co-taught English
3- 9:00- 10:35 Co-taught Science
Lunch- 10:35- 11:10
CCP- 11:15-11:50
5- 11:55-1:30 Resource Science

Wednesday
2- 9:30-10:05 Co-taught Science
Lunch- 11:05- 11:40
4- 11:45- 1:20 Planning
6- 1:25- 3:00 Resource English

There is no real established policy for late or missing assignments. This is the same
for forgot materials. Ms. Schroeder allows the students to continue to make up assignments
throughout the semester. In one observation classroom day the entire class received a list
of missing assignments and was allowed to spend the entire day making up and submitting
those assignments for full credit. Ms. Schroeder provides students with forgot materials
like extra pencils, papers, and laptops.
If students are absent or missing assignments they too are allowed to make up the
assignments or work at their own time. Ms. Schroeder does not pressure them with a dead
line rather just requires they get it in at one point to earn credit.
Ms. Schroeder’s classroom is set up similar to a typical science classroom. In the
middle of the classroom are three rows of tables that face the front of the classroom. The
middle row sits straight on towards the front while the outside two rows are positioned at
a angle to the front. The front of the classroom is where the board and Ms. Schroeder’s desk
are. The back consists of extra material. The sides of the room have sinks and storage.
Materials and resources are scattered throughout the classroom and are available at any
point to her students. Again there is no real established routines that are set into place for
using the materials, resources, and equipment. Ms. Schroeder uses a casual and informal
style to communication when and if students are allowed to access them.
 The students, Ms. Schroeder, and her paraeducators move around the classroom
freely. Ms. Schroeder is constantly walking around while teaching, as well as her
paraeducators. Students move around the classroom to use tissues and other needed
materials. They are not required to remain seated. Some students get up to walk around
the classroom to burn extra energy and get focused again on their work. There are no
established routines or procedures established besides communicating with Ms. Schroeder
on what they are doing and where they are going.
Students ate allowed to sharpen pencils, use the restroom, get drinks of water, get
materials or equipment at any point during the class. It is understood to be quiet while
getting up to sharpen pencils. To use the restroom they are required to ask permission and
then bring the sneaker pass. Permission needs to be asked to get drinks of water, but
always granted. This is the same for getting materials and equipment.
Ms. Schroeder put seating arrangements in place originally. All students sit in the
tables closest to the board, typically two to a table. Throughout my observation though I
have seen a couple students move around. One student promised to work and not talk in
order to sit next to their friend. She allowed them to move. The majority of the class has
remained in their original seats feeling comfortable. Friends in the class have slowly moved
together.
In general the classroom is organized and arranged like any other science
classroom. There are no desks instead lab tables. There is a good flow however I feel like
the classroom is not used to its full. The classroom physically is huge. The back of the
classroom has a ton of unused area making the front seem crowed. If this were my
classroom I would try to spread out the classroom to the best of my ability. Because of the
rectangle shape it may be hard but I feel like there’s so much going on up front. Another
change I would make is to take down every chair off the tables. The only chairs that are not
on the tables are the ones students are sitting in. Every unused table has chairs on top.
Some students who sit alone even have chairs on the table they are working with. I find this
to be a distraction.
Students are expected to be on time to class. As they enter the classroom and
prepare for instruction they are expected to go to their seats. Ms. Schroeder’s class period
falls right after lunch so getting students in and focused is a challenge. A procedure is for
students to come in and open their computers. I have not seen this happen. When this does
not happen immediately Ms. Schroeder uses verbal “cues” to push students. Her verbal
“cues” consist of asking the students what they think they should be doing at that moment.
Usually students giggle and go on to open their computers.
Depending on the day students are expected to put their chairs back on the table
before they are dismissed. Her class is the last period of the day. The bell is used to dismiss
students. Students are allowed to wait by the door if their assignment is completed or the
teacher is done teaching. They are allowed to wait only if they are not hanging outside the
door or outside completely. I think the bell is effective but often the class is not fully
involved all the way up to the bell. I do not always think letting the students stand by the
door is effective. It tends to turn into Ms. Schroeder constantly telling them to get back
inside.
Additional observations or comments: The classroom is a very relaxed environment.
It was difficult to answer the questions because of the lack of rules/discipline present. Ms.
Schroeder established a very good relationship with her students that allows for this sense
of informality and freedom while still keeping on task and showing respect.