Environmental Arrangement- the systematic organization of all aspects of the classroom
Dec 24, 2015
Objectives
Identify 2 physical changes that will promote positive behavior, both group and individual
Identify 2 programmatic changes that will promote positive behavior, both group and individual
Identify 2 interactional variables likely to be related to positive behavior
Overview Create a physical arrangement that eases
management, promotes interaction, and prevents problems
Provide materials that promote attention, persistence and independence
Establish program rules that help guide behavior of children and adults
Develop a daily schedule that establishes transitions and routines that make use of time most efficiently
Develop and provide a classroom that is safe and respectful
Environmental Considerations Yes NoAre the rules or guidelines for success posted?
Can all of the students be seen?
Can all of the children see you or other instructional materials?
Are all materials accessible?
Do all students have adequate space to perform requested tasks?
Are there areas which may be visually distracting to the student?
Are the classroom areas clearly defined?
Do students seem to be affected by the number of children in the area?
Do students seem to be affected by the number of adults in the area?
Programmatic ChecklistITEM Yes No
Is there a schedule for the classroom?
Has the schedule been reviewed and do students know where to go?
Does the schedule reflect varied activities (i.e., quiet/loud, active/passive, independent, teacher directed etc.)?
Are transitions planned and time allotted?
Do the students spend most of their time in active engaged time?
Are there enough materials for all students to be actively involved?
Keys to Good Room Arrangement
1. Arrange your room to fit your style of instruction.
2. Clear all high-traffic paths3. Keep barriers down.
Keys to Good Room Arrangement (cont.)
4. Keep materials/supplies readily accessible.
5. Be certain that all students can see ongoing instruction and are free of distraction.
6. A room should be child safe.
Floor Space
Place teacher’s desk where it is functional and fits the teaching style.
Frequently used areas should be placed where they can be monitored.
Avoid large open spaces that could promote inappropriate behavior.
Bookcases should not obstruct view.
Arrangement of student desks Row seating versus group seating Avoid having students in front of
or facing high-traffic areas or areas of distraction.
Leave room between desks. Replace or repair damaged
furniture
Floor Space
Supply Space and Storage
Keep materials in clear, marked containers.
Keep textbooks and other reference materials available to students.
Keep several extra sets of student materials in the class (i.e., pencils, paper, etc.).
Have forms readily available.
Ensure that you have the space before you assign class projects.
Activity or Learning Areas provide clearly defined areas separated
by low barriers (e.g., book shelves, carpet, tables, tape)
separate incompatible areas (e.g., quiet/loud, calm/movement)
locate out of heavy traffic and traffic patterns
locate areas close to appropriate outlets (e.g., water, electrical outlets)
provide a variety of areas (i.e., independent work, group work, student choice)
limit number of students in an area
Display Space
What type of displays should be available in the classroom?
What are considerations for displays?
What are some of the optional spaces in the classroom?
Environmental Arrangement (Elem.)
Figure 3 shows how one teacher arranged a classroom. There are
quite a few potential problems with this room arrangement. See how
many you can find and suggest one or more ways to correct each problem.
Activity Questions (Elementary)
Examine Figure 5. Based on the room arrangement, what activities would you expect to be common in this classroom? What kinds of participation will be expected from students?
Picture yourself as a student in the classrooms depicted in both Figures 3 &5. Place yourself in various areas of the room. Can you see what you need to see? Now place yourself as a teacher in the rooms. Can you see all students? Can you circulate freely among desks and work areas?
Activity Questions (Elementary)
The teacher whose classroom is depicted in Figure 5 has anticipated having twenty-eight students in her class. She has just learned that she will have at least thirty-three at the beginning of the year. How can she rearrange her room to accommodate the five additional students, without losing the advantages of the arrangement she has designed?
Programmatic: Why are Rules and Procedures Important?
Children need to be taught what is expected within the environment.
Provide your children with an orderly environment and a minimum of disruptions and wasted time.
Rules and procedures are no guarantee that the children will act as is expected.
How are rules different from guidelines for success?
Expectations are broadly stated…rules describe specific behavior (observable, measurable)
Expectations apply to all people in all settings…rules may apply to a limited number of settings
Expectations describe the general ways that people will behave
Rules and Procedures
Rule - Identifies general expectations or standards for behavior.
Example: “Be respectful of others.”
Procedure - Usually applied to a specific activity and are directed toward the accomplishment of the task.
Example: movement between centers place your picture card in the center
area
Basic Features of Classroom Rules
State rules positively--tell children what they are to do.
Develop small number (3-5) of general rules; if needed, have “special rules” for individual activities.
Consistent with school-wide system/expectations
Specify consequences for following, not following each rule.
Teach these rules to children and apply rules consistently
Implementation of Rules
Select and post the classroom rulesTeach the rules during the first 2
weeks of school read a posted rule discuss and/or role play why the rule is
important explain what will happen if the rule is
followed explain what will happen if the rule is
not followed
Mr. D’s Class Rules
Your Class Rules
Be Safe Sit with your chair on all 4 legs
Be Responsible
Bring your materials to class
Be Respectful
Keep your hands and feet to your self
Deciding on which procedures to use in the classroom.
Prioritize which structured routines are important to you.
Task analyze appropriate steps to complete the activity.
Remember to use monitoring techniques for procedures in which it is necessary (e.g., going to the bathroom, getting a drink of water).
Purpose of a schedule:
To provide the child with information about the day, allowing him/her to anticipate the next activity
To teach the child to carry out daily activities without teacher-delivered prompts
To facilitate interactions with peers, teachers, and family members about what the child has been doing, or is going to do
What do we know about a good schedule?
Posted and adapted so that all understand (i.e., use visuals)
Arrange schedule so activities requiring different level of attention are alternated
Provide choice within an activity and across the day
Individual Scheduling Considerations
Arranging events during the day to suit an individual student’s needs
Provide activities during the day so that individual students can calm and re-focus (neutralizing routines)
Provide optional “break” times
Altering cues for schedule changes based on a child’s identified triggers
Planning for Arrival and Transitions
General Guidelines
Engage children immediately as they enter the transitioning area.
Include as few transitions of the entire group as possible.
Refer to activities by name so students will know what to expect.
Taking pictures of the activities may help students learn the names of the activities and what will happen in those
activities.
Utilizing Staff
Arrangement Zone vs. Student directed monitoring
Responsibilities each member of the staff should know
what he or she should be doing at a given time – staff meeting
all responsibilities related to paperwork, teaching assignments, data collection, materials preparation, etc., should be clearly defined
all responsibilities should be translated to the daily schedule
Individual Interactions between child and adult
Change with whom the student is interacting.
Provide the student with independent time and individual time for attention.
Positive communication between educators and family.
Provide opportunities for the student to interact with a preferred adult.
Interactions between peers
Change the number of peers or who the student is grouped with
Promote opportunities for students to get to know each other