Below is a classroom floor plan that integrates various aspects of learning. It creates a conducive environment for all students: the gifted, average, and weak ones.
The above figure is a proposed floor plan for a pre-school classroom, and it will measure 24 feet by 30 feet. This is ideal for a class that can accommodate 40 students without strain. The room is specifically designed such that all learners can receive sound waves from the teacher at almost equal frequency without distraction.
Rows and Columns
This classroom has four columns, where each column has five rows and two learners sitting per row. This arrangement makes the classroom neat at all times (Russo & Ruggiero, 2019). Also, learners can move freely in the classroom during group discussions and demonstrations. Finally, it enables the pedagogist to manage calls easily by monitoring learners’ behavior from time to time.
Doors and Windows
The door measures 110 centimeters (3.67 feet); it is made of steel and opens to the outside. Steel being a component of iron, is strong and hence provides the required security. The door is wide enough to reduce congestion during entry and exit from the classroom. Also, learners can be evacuated efficiently, minimizing injury chances in accidents such as fire or terror attacks. Finally, because it opens to the outside, it reduces instances of stampedes. Stampede can easily cause death, and the survivors can be badly injured (Liu & Parhizgar, 2018). Each window measures 150 centimeters (150) feet; it is made of steel grills that open-top outside. Also, these windows are wide enough to allow light into the room. Because they open to outside, it reduces incidences of injuries in case of uncertainties.
Pre-School Daily Routine
Table 1. Daily Routine
|7:50 am||Reporting to school||Parents or guardians record the learners’ names in the office on the sign-in sheet. Adults direct their children to wash their hands and sanitize and take away extra clothing and heavy jackets. They then leave the child’s lunch box in the refrigeration room. Parents then leave for home. Teachers come, greet their children, and take the roll call.|
|8:30 am||First break time||Class teachers take the children outside and engage them in physical exercises. Teachers help children put away extra garments and wear appropriate clothes and shoes to play in the field. Classroom teachers put children into groups to play. Each group is given different play items such as tennis balls, ropes, and rollers. They will then engage in activities such as rope jumping, rollerblading, and ball kicking. Teachers record each group’s performance, including the points and scores, and give the children results at the end of the plays.|
|9: 00 am||Return to classroom||Each classroom teacher directs their children to hand wash machines and sanitizes their hands before going to the classroom. Teacher greets their children and takes a roll call for the second time.|
|9: 10 am||Snack time||Teachers and children go to the dining room, sit down and take snacks together. Both wash their hands after eating and proceed to their classrooms.|
|9: 20 am||Bonding time||Classroom teachers arrange children in groups for binding physical or mental activities. Teachers direct some participants in the group to sing, read, write and dance.|
|9: 50 am||Focused activities time||Teachers group children into small groups of 5 students for specific activities such as learning songs, poems, and tongue twisters. The assistant teacher helps grouping learners in the same groups and classroom management as the teacher goes around the class to reach learners with individual differences.|
|10: 15 am||Hands-on activities time||Children do their activities individually, such as painting, drawing, sketching, and dramatic number play. Children are free to change their actions, room, and their play partners at will. Children receive little attention from the teachers and can do various experiments on what they have learned.|
|10: 30 am||Clean uptime||Teachers guide the children in cleaning up and lead them to their specific classrooms.|
|11: 00 am||Recall learned activities time||Children recall learned concepts in songs, dances, and group discussions.|
|11:30 am||Break time||Teachers take the children to break to do any activity of their choice, be it playing, running, visiting the toilets, among others.|
|12:00 noon||Lunchtime||Teachers guide children in handwashing before taking lunch together. Children and teachers wash plates, spoons, and their hands after eating.|
|1: 00 pm||Afternoon nap||Children begin to rest outside the field or inside a classroom if it is raining or very hot. A rest mat should be spread on the floor, and each child to be provided with a pillow.|
|3: 00 pm||Snack time||Teachers and children wash their hands and take snacks together in the dining room.|
|3: 20 pm||Planning time||Children are left to plan for their activities and do it by themselves without any teachers’ interference.|
|4: 00 pm||Work time either inside or outside the classroom||Children engage themselves in various activities like artwork, painting, drawing, and water play.|
|4: 30 pm||Assembling at classroom||Teachers and children assemble, get into the classroom, and prepare to go home.|
|5: 10 pm||End of the school day||Parents or guardians pick children as they fill sign out form.|
Classroom Discipline Plan
Learners should be discipline always for a conducive classroom environment. There should be class rules and consequences associated with breaking such rules (Alter & Haydon, 2017). The first is helping hands; all children should hold their hands in front. This ensures that they concentrate on not touching other parts of their bodies or the furniture they are using. The appropriate consequence is to stand up upright for five minutes. The second is listening ears, children to tug on one earlobe as they learn. This ensures that all of them receive sound waves of almost the same frequency and be attentive in the classroom. Failure to do so, a learner should tug both earlobes for five minutes. A quiet voice is a final rule; children to be constantly reminded to be silent while in the classroom. These non-verbal cues appeal more to pre-school learners as they like learning by demonstration. Failure to maintain silence during learning will lead to expulsion from the school for some minutes.
Basic Health, Nutrition and Safety Management Procedures
Comprehensive school health programs (CSHOs) will be employed to ensure that learners are in a healthy environment. They will range from nutrition, environmental safety, and primary health. (Ofosu et al., 2018). First, the compound will be cleaned daily by the groundsmen, and litter is collected at a central point for incineration, reducing infections. Secondly, a school nurse will be in place to address minor issues related to health and provide first aid procedures to learners in case of injuries. Furthermore, children will be fed a balanced diet daily during the meals; these will include carbohydrates, proteins, fats, and lipids. Finally, infants and young children will be taken care of by qualified personnel who will reach their immediate needs.
Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education and Special Education, 40(2), 114-127.
Liu, W., & Parhizgar, D. (2018). Evaluating classroom evacuation with crowd simulation. [Unpublished bachelor’s thesis] KTH Royal Institute of Technology.
Ofosu, N. N., Ekwaru, J. P., Bastian, K. A., Loehr, S. A., Storey, K., Spence, J. C., & Veugelers, P. J. (2018). Long-term effects of comprehensive school health on adolescents’ health-related knowledge, attitudes, self-efficacy, health behaviors, and weight status. BMC Public Health, 18(1), 1-9.
Russo, D., & Ruggiero, A. (2019). Choice of the optimal acoustic design of a school classroom and experimental verification. Applied Acoustics, 146, 280-287.