Being a teacher in a low socioeconomic school, my students face hardships on a daily basis both inside and outside school.
My 3rd grade students are active learners that are ready to learn new and exciting curriculum each day.
The mission of our district is to implement hands-on learning, while increasing student engagement. I plan lessons to incorporate all modalities of learning to increase all student's critical thinking skills. My goal is to create a fun and safe environment to learn as a "family" and commit to learning all we can.
My Project
Due to COVID-19, classrooms are quite limited as to what we are able to accommodate seating wise. Flexible seating will allow my students to find comfortable places in the classroom to learn. During their independent work time they will have the opportunity to choose a more enjoyable work area. At the present time students have limited options for comfortable seating so they are typically laying on the floor, sitting under their desk, or waiting for a turn to use the few flexible seating choices in our classroom. In order for students to learn, they must first be comfortable in their learning environment. Students are essential confined to one small area within the classroom, so why not let them have a little wiggle room where they are.
My students are more engaged in their work when they have the choice of seating while they are working.
The items I have chosen will help my students make the best choice for individual comfort during their work time. The wobble stools will provide seating at their socially distanced desks but still allow for some movement while getting the wiggles out.
I know how the choice of seating positively impacts the learning of my students as well as increasing their motivation. I hope the additional wobble stools will help them grow even more.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Lofink and reviewed by the DonorsChoose team.
