Elementary School: Picture Communication at the Lesson

Planning and Instructions

Learning process functions in a dynamic and systematic process that is greatly influenced by the main objective, sub-objective, and the environment in which learners are interact in the process of knowledge acquisition. In the case of the elementary grade 1 class at Sloane Public School in New York, the educator is attached to the lesson objectives and learns from the students especially on cultural differences and language in order to create a friendly and inclusive environment. Reflectively, the conceptual framework of this lesson is an in-depth analysis of picture communication from the book Little Red Riding Hood by Anderson Hans Christian. This picture ‘analysis-drawing’ class is scheduled on Monday and Friday of every week in the class teaching timetable. The picture ‘analysis-drawing’ class is integrated in the elementary observation and drawing curriculum.

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Within an elementary learning environment, the main focus of the lesson was to help students conceptualize map of pictures in the book Little Red Riding Hood. Besides, the lesson intended to actualize the visual representational meaning of the map to convey relationship between the participants and depicted pictures of the little princess in a red dress and a wolf. The creation of a visual representational meaning proposed the space-based model for analysis centered on the placement of objects within the semiotic space of the learners in their classroom environment.

Students were expected to be able to accurately identify, describe, interpret, and apply the principles and concepts to classify the different pictures and demonstrate their ability to effectively classify the pictures in each scene. In addition, the students were given the opportunity to practice communicating their ideas clearly and concisely to an audience of their peers in the context of a formal class presentation.

Knowledge of students and their learning

Notably, inclusion of bright color in the learning process is apparent to have attracted attention of the young learners. The level of student engagement was interactive. Free interaction created a suitable learner-centered environment during the 60 minutes lesson. The first instructional variable was the introductory focus which entailed attracting the attention of students. The second variable was linking the topic to the students’ lives.

By acknowledging the fact that communication is not single phased, rather an amalgamation of different modes, multi-modality enabled in-depth understanding of communication between the learners and the educator. The aspects of positive attitude, social distance, and contact created a participatory classroom environment. Contact visualization was achieved by use of text that introduced the characters at the beginning of the concept map as more elements of learning came into play.

Learning Environment

The students in the class were seated in an orderly manner. The seating arramgement allowed them to take enough space while they are viewing the pictures. The arrangement greatly helps the class because it is a rule in the classroom that order should prevail at all times so that the students can be able to interact freely. The creation of a feeling of order in the classroom helped to create the feeling of carefulness amongst the learners. The teacher made use of visual aids in the delivery of the contents that he explained to the students. The décor of the classroom was appealing to the level of the learners, especially with it bright colors. The students were also taught to be responsible through the concept of rotation of roles among the learners.

The teacher’s delivery of the rules included use of personal freedom and control. For instance, the learners were told what they should be able to do and how it should be done. Although the students were not involved much in the rule making, they were made to feel that their safety and success is in their hands.

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Content and Curriculum

The educator conducted a review of the spoken response with an aim of obtaining in-depth information on the learning progress. The spoken responses by the students were particularly useful for follow-ups and providing accurate information necessary when preparing a learning program. From the sources, it was evident that planned program is important in the training and monitoring procedures. Monitoring assists in ensuring that the correct standards are not merely understood, but also intrinsically conceptualized by teachers. The learners were generally audible and excised confidence in spoken response since each was given ample time to make a contribution without intimidation.

Reflectively, the main teaching strategy applied in this classroom lesson was participatory learning. This strategy is inclusive of the need for active participation by the learner who is encouraged and motivated to optimally function actively in class activities without fear of developing inferiority complex problem. In a relatively diverse class, such as the grade 1 class of Sloane, fear and low self esteem is a common occurrence especially when the minority or special needs learners have to cope with their normal counterparts. Subsequently, limited space for activating positive self esteem may result in lack of confidence and diminished courage to practice inquisitive learning.


The educator was successful in applying inclusive participatory approach in imparting knowledge. As a matter of fact, the learners were given an opportunity to contribute through the special attention gauge for progress. Before proceeding to the next concept, the educator ensured that the learners were at par with lesson objective. Since participatory learning triggers creativity and inquisition, interaction with peers created a comfortable room for boosting self esteem irrespective of physical or cultural variations among the learners.

The teacher was able inspired free learning through acting as a guide to the grade 1 learners. In the process of learning from the students, the educator created room for free expression and flexibility to accept diversity as strength. Generally, use of interactive and inclusive strategies offer a comprehensive approach in understanding acculturation and the impact of the same on learning as a process and a system. In the process of internalizing competency, secondary aspects of inclusive learning, through direct participation, facilitates formal and informal establishment of a risk-free classroom environment as involvement functions on equitable treatment.


At the macro level, inclusive learning process reinforces positivity in self expression, interaction and presentation of set goals, evaluation criteria, and personal reflection without feeling neglected. These personal insights affirmed the level of maturity and proactive approach of the educator to the complex education environment. Since all the learning objectives were met, the lesson outcome reaffirmed experience and inclusivity of the instructional delivery methods adopted by the educator. The educator was effective in delivering the content of the topic to the students through the use of climate and instructional variables. This can be attributed to personal teaching efficiency.

Educational strategies are the instructional methods and the learning activities used in imparting knowledge and skills to the learners. Gaming theory is a strategy in which the teacher engages the students in games such as pointing figures to solve problems. It helps develop ‘psychomotor’ and communication skills of the learners even though time consuming. Problem-solving is a strategy in which the teacher illustrates using well done examples to the learners to guide them in organizing their solutions. This aspect was more efficient in giving guidance to the learners in solving their problems during the lesson plan execution. Reflectively, the use of these strategies reaffirmed the level of professionalism displayed by the educator.

Learning resources are part and parcel of the strategies used in teaching. These tools assist learners to visualize and internalize the concept in mind maps such as those used in this lesson. As a teacher, effective delivery of content starts right at preparation. This places high significance in preparation commencing with mastery of the content accompanied by the teacher’s notes, reference materials, relevant teaching aids, and good classroom management during the presentation of the content.

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The resources used during this lesson helped the educator to break down the content especially the abstract concepts into simpler bits which could be understood by the students. In order to make the lesson successfully, the educator was able tointernalize knowledge imparting strategies that operate within reliable and suitable time in order to create a free learning environment, instill confidence in the learner, and improve quality of output in line with the objectives of the lesson. The educator was successful in addressing the lesson objectives and positive learning outcome was recorded at the end of this 60 minutes lesson.

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"Elementary School: Picture Communication at the Lesson." StudyCorgi, 2 Nov. 2020, studycorgi.com/elementary-school-picture-communication-at-the-lesson/.

1. StudyCorgi. "Elementary School: Picture Communication at the Lesson." November 2, 2020. https://studycorgi.com/elementary-school-picture-communication-at-the-lesson/.


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StudyCorgi. 2020. "Elementary School: Picture Communication at the Lesson." November 2, 2020. https://studycorgi.com/elementary-school-picture-communication-at-the-lesson/.


StudyCorgi. (2020) 'Elementary School: Picture Communication at the Lesson'. 2 November.

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