Classroom dynamics and student engagement

Introduction
Every classroom has its own distinctive dynamics that are determined by the individual classroom members. This paper is a report on observations made on classroom dynamics. The observation was part of my practicum; it was done in an elementary classroom that has pupils from various backgrounds in terms of race, ethnicity, social class, gender, and culture.
Classroom environment
The environment of the observed classroom was well arranged; with clear sitting arrangements known to each of the pupils. This arrangement was used during learning sessions. On the walls, there were charts for the various subjects, among them mathematics and science. The pupils sat facing the direction of the chalkboard. The class timetable included lessons and playtime. Play could either be in the classroom or outdoor for physically oriented activities. Plays done in the classroom included functional play, manipulative games, constructive play, dramatic play, manipulative games (Sungur & Güngören, 2009). The classroom was made up of a diverse group of pupils. Diversity was in terms of race and ethnicity, social class, age, gender, and culture.
Classroom environment and its effect on instruction
Classroom environment is considered to be the second teacher for any pupil. For the elementary level child, most of the time is spent in the classroom and in this were they are expected to learn the skills they need for their lives. Given the importance of the environment, it is essential that is it manipulated effectively so as to maximize instruction. For the observed classroom, the environment played a key role in improving instruction. For example, charts placed on the walls helped in for example, improving knowledge on parts of the human body. Other parts of the environment included toys, crayons, and tablets.
The role of the environment in successful learning
The environment within the elementary classroom has an essential role in promoting learning. In the case study classroom, this has been done to promote active interaction with the study subject, among the pupils, and between the pupils and the teacher. For example, constructive play with blocks and artistic materials like letter cards help to improve understanding. Blocks are used to construct imagined objects, to count, and to determine shapes of the blocks in mathematics (VanHoorn et al., 2014). The environment has been manipulated in a way as to make use of the various learning methods among them, through visual aid and touch. The physical learning concept brought in through the environment helps to foster on memory through interaction with the various real-live objects.
Teaching practices for anti-bias learning environment
With a diverse group of learners, various teaching practices are available to overcome the anti-bias learning environment. In the observed classroom, various practices include some of the following:
Self-exploration: this involves examination of the learner personal cultural biases and presumptions, perceptions, and understanding of given situations. This was done through awareness of learners’ cultural background (Lin, Lake and Rice, 2008).
Timing and content maturation: in learning sessions, the teacher first introduced the complex topics then with time, created trust among the students by incorporating various perspectives through verbal explanations, illustrations, and examples.
Strategies that contribute to an anti-bias learning environment
In the observed classroom, the teacher adopted various strategies to contribute and enhance the anti-bias environment.
i. Jigsaw
This strategy is aimed at cooperative learning and it involves grouping the pupils in ‘home’ and ‘expert’ groups where pupils in the home groups are assigned different topics. The pupils in the home group then move to the expert group, find the pupil with the same topic, partner up and the one on the home group is taught by the expert pupil, after which he/she returns to the home group and discuses what he/she has learnt (Lin et al., 2008).
ii. Personal reflections
This strategy was used to help the pupils in connecting the learned material to the real world. This strategy involves working through art, individual conversations, writing and coloring, class discussions, or group work (Lin et al., 2008). This strategy was done through answering questions such as, “what inspires you most about what you learnt?” “What questions do you have concerning what you have learnt?” and “how will you use what you have learnt in your life?”
iii. Classroom audit
A nonjudgmental classroom audit strategy is geared towards ensuring a thoughtful classroom structure and setup which plays a crucial role in the classroom environment. This strategy was done through a careful and learnt arrangement of the charts on the walls, the toys and books on the shelves, and the classroom furniture (Lin et al., 2008). In addition, classroom audit involves consideration of the various interactions between the pupils and the teacher, and among the pupils.


References
Lin, M., Lake, V. E., & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 35(2), 187-200.
Sungur, S., & Güngören, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900.
VanHoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2014). Play at the center of the curriculum. Pearson Higher Ed.