Classroom Management The Physical Environment Portions of this presentation taken from Elementary Classroom Management by Carol Weinstein and Andrew Mignano,

Classroom Classroom ManagementManagement

The Physical The Physical EnvironmentEnvironment

Portions of this presentation taken from Elementary Classroom Management by Carol Weinstein

and Andrew Mignano, Jr.

SIX FUNCTIONSSIX FUNCTIONS Security and ShelterSecurity and Shelter Social ContactSocial Contact Symbolic IdentificationSymbolic Identification Task InstrumentalityTask Instrumentality PleasurePleasure GrowthGrowth

SECURITY and SECURITY and SHELTERSHELTER First on our “hierarchy of needs”First on our “hierarchy of needs”

Be familiar with regulations (fire code, Be familiar with regulations (fire code, health codes, etc.)health codes, etc.)

Know emergency procedures (and Know emergency procedures (and PRACTICE them)PRACTICE them)

Incorporate “softness”Incorporate “softness” Attend to temperature, lighting, noise, Attend to temperature, lighting, noise,

and other possible “distracters”and other possible “distracters”

TIP: Use suspension rods and flat sheets to conceal cubbies and material storage.

SOCIAL CONTACTSOCIAL CONTACT Can we talk to our neighbor?Can we talk to our neighbor? Can we work with a partner?Can we work with a partner? Are you able to reach every child Are you able to reach every child

(physically)?(physically)? Is there an “action zone”?Is there an “action zone”?

TIP: A teacher on his feet is worth ten on his seat.

SYMBOLIC SYMBOLIC IDENTIFICATIONIDENTIFICATION

““All About Your Teacher”All About Your Teacher” Student work samplesStudent work samples

-Not graded-Not graded-Represents EVERY child (or rotates)-Represents EVERY child (or rotates)

Incorporate “softness”Incorporate “softness” Attend to temperature, lighting, noise, Attend to temperature, lighting, noise,

and other possible “distracters”and other possible “distracters”

TIP: Use material to cover bulletin boards instead of paper…it’s more durable, colorful, and comes in a variety of patterns.

TASK TASK INSTRUMENTALITYINSTRUMENTALITY Consider each student’s viewpoint (literally)Consider each student’s viewpoint (literally)

Make “multi-tasking” as easy as possibleMake “multi-tasking” as easy as possible How will you use the resources in your How will you use the resources in your

room?room? Establish spaces in your room dedicated to Establish spaces in your room dedicated to

specific tasks (i.e. “Check-In”, teacher desk, specific tasks (i.e. “Check-In”, teacher desk, etc.)etc.)

Work to increase independenceWork to increase independence LABEL, LABEL, LABEL (watch “Clean LABEL, LABEL, LABEL (watch “Clean

Sweep”)Sweep”)TIP: Use small tool boxes (the ones with the draws) or closet shoe holders (the ones with shoe slips) to house materials students may need (i.e., flashcards, pencils, paper, etc.)

PLEASUREPLEASURE Consider all five senses (your and Consider all five senses (your and

your students’)your students’) Find a balance between Find a balance between

attractiveness, usefulness, and your attractiveness, usefulness, and your sanitysanity

Incorporate student likes and Incorporate student likes and dislikesdislikes

TIP: “Are you a friend of education?”

GROWTHGROWTH Transform bulleting boards into Transform bulleting boards into

learning boardslearning boards Build your classroom resources Build your classroom resources

(library – fiction/nonfiction, reference (library – fiction/nonfiction, reference materials, manipulatives, games, etc.)materials, manipulatives, games, etc.)

Are your resources “open” or Are your resources “open” or “closed”?“closed”?

Bring the world to your classroomBring the world to your classroomTIP: Use parent volunteers that are not able to come into the classroom to make games such as flashcards, memory, simple board games, etc.

LAYOUT 1LAYOUT 1 Security and Security and

ShelterShelter Social ContactSocial Contact Symbolic Symbolic

IdentificationIdentification Task Task

InstrumentalityInstrumentality PleasurePleasure GrowthGrowth





















Classroom Management The Physical Environment Portions of this presentation taken from Elementary Classroom Management by Carol Weinstein and Andrew Mignano,

Documents

possible distracters

incorporate softness

independence label

softness attend

independence work

learning boards

dislikes tip

teacher desk