Chaos in the Classroom: Center Learning in a 1st Grade Setting

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How can centers be utilized in a classroom so students have full control of what they are learning and when? Can centers be used effectively post-kindergarten? During student teaching in a first grade classroom in southeast Louisiana, two student teachers, their classroom mentor teacher, and the 1 grade students experienced center learning that integrated all areas of the curriculum and was utilized for 45 minutes each day. Students were expected to determine which center they needed to attend each day, which activity to complete, who to complete it with, where to put completed work, and how to successfully tidy up the center. The classroom teacher used this independent exploratory learning time to pull students in small groups to target their reading and comprehension skills. The purpose of this research was to determine which factors played an integral part of the success of center learning in a first grade classroom. The student teachers observed the 16 centers, interviewed the students and the teacher, took photos, and videoed center time. After analyzing the research, centers appeared to be organized in an effective manner, student learning was the primary goal, which enhanced students’ ability to enjoy learning in centers and also gain social skills through collaboration. What happens in a first grade classroom that uses a complex set of learning centers to enhance student learning and free up teachers to work with individual students in a more focused way? How do student teachers learn about centers when working with an experienced classroom teacher who uses learning centers? And, how, along with the support of research faculty in a Master of Arts in Teaching (MAT) program, can student teachers look to describe and disseminate the findings of this research? Authors one (Courtney) and two (Kristen) were student teachers in a year-long MAT program in elementary education. Author three (Kenny) is the lead faculty member for the MAT program and facilitator of the student teacher action research project. As student teachers coming into a new classroom setting, Courtney and Kristen were anxious and excited to gain insight on effective teaching practices and be able to take these gains into their own classrooms in the future. As a faculty member, Kenny was eager to see how Courtney and Kristen would work through their research, and how the program can support their work as emerging educators. This article reports the findings of a study in a first grade classroom in South Louisiana examining the role of center