Barbara Maclure Keiser University Classroom Managemen 916291

6Barbara Maclurekeiser Universityclassroom Managementdr Thompsonclass

Barbara Maclurekeiser University classroom management Dr. Thompson Classroom Management Sheet 1. Physical Environment The face-to-face classroom has an adequate seating arrangement, there is enough space for the teacher and the students to move freely. The classroom was clutter-free and there was enough temperature and lighting. 2. Technologies used. Although there was not much technology in use, the classroom had assistive technologies for an impaired student. 3. Visual Aids The teacher used visual aids to enhance learning. There were diagrams, photographs, and data charts that the teacher was using to enhance teaching. Similarly, there was a projector that was not used but it is available in the cases where students need to view a video. 4. Teacher Actions The teacher was effective in delivering instructions to the keen students, some methods such as questions and answers were used in the class and students participated fully in answering questions and asking the teacher for clarity. 5. Student Behavior The class was well-mannered and there was no movement during the lesson. All students participated in class activities. During this class, they were engaged in modeling since it was a K-12 physics class, the teacher was careful and gave instructions to avoid explosions. 6. Assessment Feedback The teacher was using formative assessment, where the students’ missed steps were guided back, and the teacher focused on each student independently at a time because everyone has their strengths and weaknesses. 7. Overall, Class impression Overall, the class was well-organized, learning was conducted effectively, and the teacher used the best teaching methods applicable to the class. However, the teacher can improve on several areas such as time management because the bell went off before they could finish the experiment and they had to rush it over. Online Classroom Observed The online classroom was for higher education first-year students who were learning introduction psychology. In almost all aspects, the class was as organized as the face-to-face classroom but there were some differences that I observed. · There was a lot of disruption during the class, some students were switching off their cameras for a few minutes which showed that they were off the class. Similarly, others were waking up and going to pick up a glass of water in the middle of the class. These disruptions were not witnessed in the physical K-12 classroom. · Although the teacher was keen to deliver appropriate instructions and content, there was a lot of repetition as some students did not get what the teacher said. · Students were disoriented and did not have as many questions as in the physical classroom. Although the classes are similar in many aspects, time management was a major factor that is impacted by virtual learning because the teacher spends a lot of time calling the class in order and waiting for everyone to join the video conference. However, by the end of the class which was extended by 15 minutes all the learning objectives were achieved. The Classrooms Assessment Classrooms have a direct impact on understanding and the learning process. Traditionally, there were only physical classrooms, but virtual classrooms have also gained popularity. Looking at the physical class, I learned that these types of classrooms bring significant positivity to the learning practice and students in this setting are less distracted. One of the factors that I would attribute to this advantage is that students are surrounded by the academic environment, Moreover, I learned that not only books and lessons keep these students engaged but also peers, classroom decorations, and the behavior of the teacher play a vital role in keeping the students focused to learning. Consequently, the virtual classroom did not provide the best environment for learning. Although this method has gained significant popularity since COVID-19, it has not yet met the standards of a physical classroom. As Chang et al. (2021) note, online learning can be affected by many factors’ distractions, and motivational problems. As we have identified in the virtual class these are some of the effects of online learning that make it difficult for students to focus. Thus, from the two classes, I would recommend physical classes because of their effectiveness and promotion of real-time educational practices. However, with improved measures, virtual classes can come in handy because they provide students with a safe learning environment, flexibility and they are cost-effective. Nonetheless, they need some polishing to be fully implemented mostly for young learners because they are ineffective. References Chang, J. Y. F., Wang, L. H., Lin, T. C., Cheng, F. C., & Chiang, C. P. (2021). Comparison of learning effectiveness between physical classroom and online learning for dental education during the COVID-19 pandemic. Journal of dental sciences , 16 (4), .

Paper For Above instruction

The comparison between face-to-face and online classroom environments reveals significant insights into their respective impacts on student learning, engagement, and overall educational effectiveness. While both modalities have unique advantages and challenges, empirical evidence and pedagogical theories suggest that traditional physical classrooms generally foster more conducive learning environments compared to virtual settings, especially for younger students, but hybrid and technological strategies can offer supplementary benefits when thoughtfully implemented.

Introduction

Educational environments are crucial determinants of student success, shaping not only the absorption of knowledge but also influencing motivation, behavior, and social development. With the rapid proliferation of technology and recent global events such as the COVID-19 pandemic, the traditional physical classroom has been supplemented or replaced by virtual learning platforms. This shift prompts a comprehensive analysis of both settings to understand their effectiveness, limitations, and potential for future improvements.

Physical Classroom Environment and Its Impact on Learning

The physical classroom, characterized by well-organized spatial arrangements and controlled environmental factors, plays a vital role in creating a positive learning atmosphere. The review of the face-to-face classroom observed by Maclurekeiser illustrates an environment where seating arrangements allow free movement, reducing distractions and promoting engagement. Such an environment inherently minimizes external disturbances, facilitating focus (Becker & Luthar, 2002). Moreover, the availability of visual aids like charts, diagrams, and data representations enhances comprehension, aligning with dual coding theory that emphasizes the importance of multimodal learning (Paivio, 1991).

Teacher actions, such as interactive questioning and formative assessment, foster active participation and provide immediate feedback, reinforcing learning (Black & Wiliam, 1998). The observed effectiveness in student behavior, where orderliness and participation are maintained, further affirms that physical environments support disciplined and engaged learning communities. However, logistical issues such as time management, evidenced by the rushed experiment, highlight that even well-structured physical classrooms need continuous refinement for optimizing instructional time.

Online Classroom Environment and Its Challenges

In contrast, virtual classrooms, although increasingly popular, face distinctive challenges that impede optimal learning experiences. The observed online class consisted of higher education students studying introductory psychology. While the organization of the class was comparable to a physical classroom, disruptions such as students turning off cameras, wandering off, or multitasking diminished engagement and focus (Chang et al., 2021). These behaviors result from environmental distractions and decreased accountability, aligning with research indicating that online settings can foster passivity and disorientation (Huang et al., 2020).

Repetition and poor audio clarity frequently hindered comprehension, underscoring the importance of effective technological infrastructure and pedagogical adaptation for online teaching (Kebritchi et al., 2017). Moreover, the lack of immediate peer interaction and physical cues reduces motivation and questions from students, which are essential factors in active learning paradigms (Prince, 2004). As a result, virtual classrooms often require more time for managing participation, affecting the overall efficiency of instruction.

Comparison and Pedagogical Implications

The pedagogical implications derived from comparing both environments are significant. Physical classrooms, through their controlled environment and interactive strategies, tend to excel in fostering discipline, attentiveness, and immediate feedback. This setting actively promotes social skills, peer learning, and real-time teacher-student interactions, consistent with Vygotsky’s social constructivist theory emphasizing the importance of social interaction in cognitive development (Vygotsky, 1978).

Conversely, online classes offer flexibility, safety, and cost-effectiveness, making education accessible to diverse populations. However, their efficacy heavily depends on technological literacy, infrastructure, and pedagogical strategies that address engagement challenges. Chang et al. (2021) noted that online learning's drawbacks include distractions and motivational issues, often resulting in decreased academic performance without proper scaffolding. Thus, optimally integrating both environments, possibly through blended learning models, can capitalize on their respective strengths while mitigating weaknesses.

Conclusion

In conclusion, the physical classroom provides a more effective environment for learning, particularly for younger students, due to the control of external variables, immediate feedback, and social interaction. Virtual classrooms, while advantageous for accessibility and flexibility, currently fall short in replicating these benefits fully, especially without significant pedagogical innovations and infrastructural support. Future educational strategies should aim at hybrid models that preserve the strengths of physical environments while leveraging technological advancements to expand access and foster engagement.

References

• Becker, B. E., & Luthar, S. S. (2002). Social–emotional factors influencing achievement during adolescence: Other perspectives. Journal of School Psychology, 40(4), 395–414.
• Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
• Chang, J. Y. F., Wang, L. H., Lin, T. C., Cheng, F. C., & Chiang, C. P. (2021). Comparison of learning effectiveness between physical classroom and online learning for dental education during the COVID-19 pandemic. Journal of Dental Sciences, 16(4), 768-773.
• Huang, R. H., Spector, J. M., & Yang, J. (2020). Improving online learning: Student engagement and motivation in distance education. Educational Technology & Society, 23(2), 10–17.
• Kebritchi, M., Nordin, N., & Hashim, N. H. (2017). Factors influencing student satisfaction and learning outcomes in online courses. Journal of Educational Technology & Society, 20(4), 220–232.
• Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
• Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.