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The teachers are the responsible parties in the classrooms and they have the obligation to provide the necessary assistance and safe environment for the children in their classrooms regardless of the degree of their needs. It is of great importance that children can have someone to trust. There are a variety of ways to providing a safe environment for children that range from individual conversations to provision of safe facilities where the teachers can “create a sense of structure in the classrooms, which in turn gives a message of security for the child” (Williams, 2009, p. 182). Teachers have to be working on set principles that are flexible enough to avoid unnecessary directing providing a feeling of security to the children especially for the lower entry levels because these are the sensitive levels when a child responds a lot to whatever is happening around them hence affecting their eventual characters. This paper thus illustrates the different ways that a teacher can apply to ensure childhood safety in and outside the classrooms as it contributes a lot to child development skills.

Response from teachers should be of positive nature where students can receive motivating information from their teachers boosting their self-esteem. At early childhood, children are at sensitive development stage and in order to mould their behaviors accordingly safety comes first hence the need to maintain it. Thus, teachers must use different methods and strategies to ensure childhood safety in and outside the classrooms as it contributes a lot to child development skills.

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Use of better communication methods gives children freedom to express their strong instinctive feelings of either fear or affection without interruption then the teacher can listen carefully to respond with adequate strategies. From this, a teacher can discover any possible child abuse and respond appropriately. Moreover, discussion of anticipation creates more security to the children. The teacher should then have well-set guidelines that affect behavior and class achievements. By provision of standard situation in the classrooms, teachers can monitor any changes in behavior. If the students have idea of their expectation from the teachers, then they will have great opportunities to behave accordingly as they can explore their limits with freedom with the sense of togetherness (Williams, 2009).

Teacher to teacher communication is also advisable because assumptions can create tensions between the adults hence affecting the safety of the classroom. It is advisable to inform fellow teachers if shifting and the reason and time it will take. This will perfect supervision of the children in and outside classroom. In the current times, it is advisable to be ready for any emergencies. Regardless of the magnitudes, the teachers and their students should be prepared. Teachers should also teach the students on how to call for emergency assistance if they caught unawares. Such teachings include methods of providing first aids and dialing 911 (Koza & Smith, 2007). Moreover, students should learns and memorize emergency numbers such as their parents’ or teachers’ phone numbers for conduct incase of emergency.

Apart from the teacher student relationships inside classes, outside relations and the physical facilities, also contribute a lot to classroom safety. To start with, the orderliness of the classroom is very important because it forms the basis of a safe area to study and explore. Arrangement should allow emergency evacuations incase of any emergencies. For kindergarten classrooms, the organization should such that it presents a familiar environment like home with calming objects like neutral painting s on the wall and easy to reach objects and trashcans, where teachers should teach students how to use such facilities (Williams, 2009).

In addition, visibility, and cleanliness are other important aspects to mind. Visibility should be appropriate for every child in the classroom for both sound and sight meaning furniture arrangement should allow both (Koza & Smith, 2007). To teachers, they should not show their backs to the students. They should be in a position where they are able to maintain regular surveillance to what is happening within the classroom when in class and out when in the field such that they can act quickly whenever any child is hurt or there is an emergency.

Cleanliness is second to Godliness; therefore, teachers should teach students the necessities for maintaining cleanliness in and outside classrooms. Such necessities include hand washing after visiting toilets, tooth brushing after meals among others. There should not be the usage of sponges as they host mould and germs. Adults should also have knowledge about medical and dental conditions of their students. Taping any loose materials on the floor avoids any injuries from skidding and keeping them at safe corners is safer. Toys are necessities for young children and repeatedly they will get dirty so disinfection is necessary on weekly basis to make them safe. Any broken ones should be disposed as they can injure children (Koza & Smith, 2007). Finally, balancing active and inactive times will enhance proper development as there if full exploitation of the child potential. Teachers should also discourage children from talking to strangers and allowing such people to pick students after school.   

In conclusion, early childhood learning is sensitive as it contributes much to child’s development, which calls to ensure safety in and outside classroom. Teachers should establish better communication relations with the children. Proper classroom arrangement and goal-oriented guidelines are necessary for safer learning. In addition, proper cleanliness methods are a necessity as well as ways to managing emergencies. This will ensure better safer learning environments for the children.

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