What to Look For in a Classroom- Journal 3

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Alfie Kohn: What to Look For in a Classroom
	Good Signs	Possible Reasons to Worry	My SL Classroom
Furniture	Chairs around the tables to facilitate interaction Comfortable areas for learning, including multiple "activities centers" Open space for gathering	Chairs all facing forward or (even worse) desks in rows	Chairs around tables. Two different carpets for students to sit on.
On the Walls	Covered with students' projects Evidence of student collaboration Signs, exhibits, or lists obviously created by students rather than by the teacher Information about, and personal mementos of, the people who spend time together	Nothing Commercial Posters Students' assignments displayed, but they are (a) suspiciously flawless, (b) only from "the best" students, or ( c) virtually all alike List of rules created by an adult and/or list of punitive consequences for behavior Sticker (or star) chart -- or other evidence that students are rewarded or ranked	There are posters around the room. The posters are all about different things, from the alphabet to plants. There are posters made by the students about their favorite things.
Students' Faces	Eager, engaged	Blank, bored	The kids are usually smiling but this could be because they are 5 and 6 years old.
Sounds	Frequent hum of activity and ideas being exchanged	Frequent periods of silence The teacher's voice is the loudest of most often heard	The students are almost always chatty, unless there is a lesson being taught,
Location of Teacher	Typically working with students so it takes a few seconds to find her	Typically front and center	The teacher does not even have a real desk of her own so she is always working with students.
Teacher's Voice	Respectful, genuine, warm	Controlling and imperious Condescending and saccharine-sweet
Students' Reaction to Visitor	Welcoming; eager to explain or demonstrate what they're doing or to use visitor as a resource	Either unresponsive or hoping to be distracted from what they're doing
Class Discussion	Students often address one another directly Emphasis on thoughtful exploration on complicated issues Students ask questions at least as often as the teacher does	All exchanges involve (or are directed by) the teacher; students wait to be called on Emphasis on facts and right answers Students race to be first to answer teacher's "Who can tell me….?" queries	The teacher always asks the questions but the students answer them.
Stuff	Room overflowing with good books, art supplies, animals and plants, science apparatus; "sense of purposeful clutter"	Textbooks, worksheets, and other packaged instrumental materials predominate; sense of enforced orderliness	The room has an abundance of plants and art supplies. The classroom has many books but they are not in great condition.
Tasks	Different activities often take place simultaneously Activities frequently completed by pairs or groups of students	All students usually doing the same thing When students aren't listening to the teacher, they're working alone
Around the School	Appealing atmosphere: a place where people would want to spend time Students' projects fill hallways Library well-stocked and comfortable Bathrooms in good condition Faculty lounge warm and inviting Office staff welcoming toward visitors and students Students helping in lunchroom, library, and with other school functions	Stark, institutional feel Awards, trophies, and prizes displayed, suggesting an emphasis on triumph rather than community	The school has some artwork but not that much. It has some posters made by classes altogether but not any students individual work hanging up. The office staff are not very welcoming and are quite slow.

I agree with Alfie Kohn’s chart about what makes a classroom good and bad for the most part. The school I am working at is not very welcoming due to the dreary colors. I think the teacher I am working with has done a really great job at making her classroom feel nice and welcoming.