FREE ESSAY ON CAUSE AND EFFECT

CAUSE AND EFFECT

Cause and Effect
The mission of public schooling is to offer every child full and equal educational
opportunity, regardless of the background, education, and income of his/her parent(s). To
achieve this goal, no time is as precious or as fleeting as the first years of formal
schooling. Research consistently shows that children who get off to a good start in
reading rarely stumble. Those who fall behind tend to stay behind for the rest of their
academic lives. "Good teaching and a good classroom reading program can bring most
students up to or near a grade level during the primary grades. But sustaining this
accomplishment is difficult when a large percentage of a school's students are failing"
("Preventing Reading Difficulties"). I have noticed that Eric Gaines and Tyshericka
Taylor, two students of Mrs. Allen's first/second grade class cannot read at a level
that's acceptable for their age. I believe that this is a problem that stems from several
factors. One cause of this problem is Mrs. Allen's unorganized classroom and ineffective
teaching. Disorganized classrooms have negative effects on early education learning. I
was concerned to find that both Eric and Tyshericka are in the first grade for the second
time, due to being held back from promotion to the second grade. It was even more
alarming to personally witness both of them still not progressing in their basic first
grade reading skills. I strongly feel that the children are affected negatively by the
unorganized classroom and ineffective teaching of their teacher.
In any given classroom in America on any given day, there is a room filled with
individual children who are likely to have very different educational strengths and
weaknesses. All children simply do not learn everything at the same pace. Children also
come to kindergarten and first grade with different kinds of preschool literacy
experiences, if any at all. It is important to note that, for children at risk of reading
difficulties, high-quality experience during preschool years cannot be seen as a way to
prevent all reading difficulties. If a child has an enriched early childhood environment
but attends an elementary school with ineffective teaching, the child remains at risk. 
Insufficient or ineffective teaching is a problem that can be caused by many factors. A
teacher's disorganization, inattentiveness, and lack of motivation are all factors that
affect the lives and education of students. Organization in a classroom plays an
essential role in the effectiveness of a teacher. 
"A classroom organized for literacy learning invites children to use print in purposeful
ways: wherever possible, written language-materials for reading and writing-are
incorporated naturally and authentically. Individuals and groups of children are able to
interact with materials independently, regularly, freeing the teacher to work with
individuals or small groups. The setting is safe and supportive and enables all learners
to develop confidence, take risks, develop social skills, and learn to work
independently. In short, an organized and well-designed classroom enables the teacher to
observe, support, and meet the learning needs of each child" (Fountas, 43). 
Mrs. Allen's classroom organization has many flaws. The arrangement of furniture and
space in her classroom poses a problem to the students' learning. Workspace for the
children is not readily available for use, but rather cluttered and messy (see
photographs). Areas in the room that could be used as classroom centers are piled high
and overflowing with garbage bags of materials that are not being used. Areas that do
contain centers for learning are completely unorganized. The children are encouraged to
practice their writing skills in one area of Mrs. Allen's classroom, yet the paper to
write on is in one corner of the room, while the pens, pencils, and markers are in
another corner of the classroom. In areas that have been designated as learning centers,
they have not been properly supplied or stocked with the necessary items. Just the other
day, I was working with Tyshericka and Eric, practicing reading of numbers. We decided to
take the lesson a step further and practice the spelling and writing out of the numbers.
This was not a simple task to pursue. The dry-erase boards were stacked in the front of
the classroom, the markers were on a shelf in the back that was too high for the
students' reach, and the bag of socks (which are used in place of erasers) were in the
middle of the room by the computers. When space, furniture, and materials are arranged
with the activities of the classroom in mind, children can work more successfully and
independently. "Small-group work areas should have enough space, materials, and chairs
for the number of children who will typically be working there. Crowding makes it
frustrating for children to work together productively" (Fountas, 44). Whatever way the
learning areas are organized, it is necessary to have ample materials and supplies,
pertinent to that learning center's purpose, ready for the children's use.
Because reading is such a complex activity, children need an environment offering rich
support and varied learning opportunities for every successive stage of their literacy
development. Any child who is falling behind should be able to get immediate and
appropriate assistance. No assumption about or labeling of the cause of the problem
should be necessary. Unfortunately, under current funding systems, millions of children
can get help only if they are classified as learning disabled or impaired in various
ways. The long-term effects of disorganization, and ineffective teaching can be
detrimental to a child's literacy development alone. Poor early childhood learning leads
to failure in school, labeling of students and costly remediation to correct early
educators' ineffectiveness. Organization in the classroom is a key factor to effective
teaching.
Works Cited
Fountas, Irene C., and Gay Su Pinnell. Guided Reading: Good First Teaching for All
Children. 
Portsmouth, NH: Heinemann, 1996.
"Preventing Reading Difficulties." Starting Out Right, A Guide to Promoting Children's 
Reading Success, Online, Available HTTP: http://books.nap.edu/html/sor/sor-4.htm. 
Bibliography
Works Cited
Fountas, Irene C., and Gay Su Pinnell. Guided Reading: Good First Teaching for All
Children. 
Portsmouth, NH: Heinemann, 1996.
"Preventing Reading Difficulties." Starting Out Right, A Guide to Promoting Children's 
Reading Success, Online, Available HTTP: http://books.nap.edu/html/sor/sor-4.htm.