Intentional Teaching and Classroom Design

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Intentional Teaching and Classroom Design

Part of being Reggio inspired, and working in an International Baccalaureate school, is the recognition by both that children’s voice is important, and listening to children closely has a powerful impact on how and what we teach. Designing our classroom to reflect both the children and their natural curiosity is fundamental to our approach.

Investigations are both teacher led and children led.  There are curriculum specific goals and expectations to meet in all areas – belonging and contributing, mathematical and literacy behaviours, self regulation and well being and problem solving and innovating.  In math our focus this week  was 3D shapes, and so we put out materials in learning spaces to encourage exploration of that specific concept.  Numeracy is part of our mathematical explorations throughout the whole year. Numbers to 20 is a focus for many at the moment.

Learning to self-regulate is a regular part of our day.  The Classroom Essential Agreements remind the children that they all play a part in our classroom being a happy and peaceful place.

The children’s happiness and well-being is so important to us all, and shines through every day as they encounter different parts of the school. 

Belonging and contributing comes in many forms.  It may be when the children share “I’m an expert in cutting and can help my friend”, or when they ask to read an old favourite to the class.

“The IB Primary Years Programme (PYP) for children aged 3 – 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning.” (ibo.org)

-From the Kindergarten teacher, Ms. Daniel

Richland

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