Conclusion References Introduction

Enhancing the classroom environment
This involves considering how the space in your classroom can be enhanced to accommodate children’s individual needs. For example, is it possible to arrange desks in small groups so children have opportunities for co-operative learning, collaboration and discussion? Is it possible to create one area of the classroom where all children can come together for storytelling and to develop social skills? Is there an area that can be used for role play or acting out stories? Is there a quiet area where children can work alone or in pairs? Is your classroom decorated in a way that does not create distraction or sensory overload? For example, too many bright colours, posters, clutter and furniture can easily distract a child. Is there adequate space for children to move around safely? Is furniture stabilised? Are wires and cables taped down? Do children know the evacuation procedures? A carefully planned classroom environment can enhance feelings of belonging, success and self-esteem. See also the section on displaying children’s work
Managing pair and group work effectively
Once children have become more familiar with a story you can encourage them to work independently using pair and group work. If children are to work in pairs, they can simply move their chairs so that they work with the child next to or behind them. Alternatively, you may like the children to choose their own pairs or groups. If not, you need to think carefully about group composition to decide which children will work best together.
With regard to language level, some schools organise children into groups according to their level and give groups different tasks. This is particularly important if you have, for example, two or three bilingual children in a class. Alternatively, you may decide that it would be useful to have differentiated groups where children with different learning needs work together on the same task. You will need to monitor carefully. To ensure an inclusive learning environment it is useful to negotiate certain ground rules with children, such as:
● Independent learning in pairs or groups requires co-operation, not competition. Children should be encouraged to help each other understand and complete tasks.
● Children need to share materials so they all have access to the task. The teacher must ensure, therefore, that there are enough copies and that visuals are clear and large enough for all to see.
● Children should be encouraged to listen to each other and to take turns in speaking.
● Children must not raise their voices or shout.
The story notes for The Elephant and the Bad Baby offer guidelines on drawing up a Code of Conduct with your class.