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Module 1 Room Arrangement

Module 1 Room Arrangement. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports. EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. Additional resources:

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Module 1 Room Arrangement

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  1. Module 1 Room Arrangement

  2. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management. • Additional resources: • More about Wisconsin’s framework • More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

  3. This Module is Specifically Connected to These Key Features:

  4. Objectives and Outcomes As a result of viewing this module, participants will: Know and Understand: The keys to arranging a classroom visibility, accessibility, task (VAT) How the physical arrangement of a class can support VABB (validate, affirm, build, bridge) The features of a Trauma Sensitive classroom arrangement Do: Apply VAT and VABB to your own classroom arrangement

  5. Making Connections to PBIS • Arrange orderly physical environments • Define, teach, acknowledge rules and expectations • Define, teach classroom routines • Employ active supervision • Provide contingent praise • Continuum of response strategies for inappropriate behaviors • Class-wide group contingencies • Multiple opportunities to respond Key Classroom Practices from Midwest PBIS. org

  6. Making Connections to Trauma Sensitive Education Creating a Safe Learning Environment • Physical • Emotional • Academic • Social and • Behavioral Classroom Management Module 1 and Trauma Sensitive School Module 7 TSS Safety Review Tool

  7. What Does the Research Say? How a child learns and behaves is influenced by his or her situation in the class! Hastings and Wood (2002) Teacher proximity increases student engagement. Evertson and Emmer (2009) Effective seating arrangement varies with the type of instruction. Lambert (1995)

  8. Activity 1.1: What Does the Research Say? • With an elbow partner, divide the reading in activity 1.1. • When you are both finished, provide your partner with a short summary. • Read your research and ask: How do I experience this in my classroom? Small group jigsaw: 20 min The materials for this activity can be found in Resource Packet for Module 1: Room Arrangement

  9. Four Focus Words: Introduction to VABB Validate Making legitimate that which the institution (academia) and mainstream have made illegitimate Affirm Making positive that which the institution (academia) and mainstream media have made negative Build Making the connections between the home culture/language and the school culture/language through instructional strategy and activity Bridge Giving opportunities for situational appropriateness or utilizing appropriate cultural or linguistic behavior Validating, Affirming, Building, Bridging video (2:34)

  10. Remember This Acronym When You’re Arranging Your Room V – Visibility A – Accessibility T- Task

  11. Visibility Can you see your students? Can the students see you and the instructional materials?

  12. VAT to VABB: Visibility Visibility Students see instruction materials. Validate, Affirm, Bridge Do they see themselves in the instructional materials? What displays are on the walls?

  13. #representationmatters Video (approx. 3 min)

  14. Accessibility Can students access materials? Can you access teaching materials?

  15. Accessibility Can you access your students?

  16. VAT to VABB: Accessibility Accessibility Can the teacher access the students? Validate and Affirm Can teachers affirm and validate privately?

  17. Trauma Sensitive Considerations Students vary in their reactions to stimuli: • Visual • Auditory • Lighting Supporting Positive Behavior in Alberta Schools: Chapter 2: Classroom Environment Pg. 21-26

  18. Task Are your students arranged in a way that supports the learning task?

  19. Flexibility in Room Arrangement The key is to design the arrangement of the room to allow for minimal transition time between different types of learning, rather than the way that the custodian prefers. If you want to accomplish: • Higher levels of independent work > seat students in rows • Decrease disruptive behaviors > seat students in rows • Group/collaborative learning > seat students in groups • Validate cultures that value collective work > seat students in groups • Problem solving > seat students in groups • Group discussion > put students in a circle While designing the room arrangement; minimize blind spots, minimize traffic bottlenecks, and maximize access of teacher to students.

  20. VAT to VABB: Task Task How do you want your students to complete the learning task? Validate, Affirm, Build and Bridge Physical space is aligned with instructional goals: • Independent work • Group • Discussion • Centers Room supports culturally responsive movement.

  21. Trauma Sensitive Considerations Task: Teaching students emotion regulation Room arrangement - calming corner • A physical space within the classroom where students can go to comfort themselves • Supports the practice of emotion regulation • Requires procedures for use Read article: Responsive Classroom: Calming Corner

  22. Activity 1.2:Analyze Room Arrangements Look at each diagram with a partner. • Identify issues related to visibility and accessibility. • Discuss • What task would this arrangement support? • What tasks would this arrangement work against? • Where might you place a Calming Corner? Partner:10 min The materials for this activity can be found in Resource Packet for Module 1: Room Arrangement

  23. Activity 1.3: Analyze Your Own Room Arrangement • Diagram your current room arrangement (grid included on p. 7 of the supplementary materials)or recreate your room online by going to http://classroom.4teachers.org/ OR http://teacher.scholastic.com/tools/class_setup/ • Exchange with a colleague and provide each other feedback on the arrangement of your room (visibility–accessibility–task). • Using questions included on p. 8 of supplementary materials, self-reflect through a culturally responsive lens. Reflect:10 minPair for Feedback: 10 min The materials for this activity can be found on p. 8 of Resource Packet for Module 1: Room Arrangement

  24. Activity 1.4: Room arrangement Resources to VABB • Look over the ideas shared in activity 1.4 • Discuss how you might use these in your class. • Share other ideas. Jigsaw: 20 min The materials for this activity can be found inResource Packet for Module 1: Room Arrangement

  25. Check Your Understanding Which of the following are true statements about classroom arrangement? (Click on each statement to reveal answer) • A room arrangement that maximizes access to students increases a teacher’s ability to validate, affirm, build and bridge • The academic task should align with the arrangement of the class FALSE • Seating students in groups of quads validates cultures that value collective work TRUE • Visibility and accessibility are key factors to consider when arranging class furniture TRUE TRUE • Belonging is enhanced when students see themselves in a classroom’s visual display TRUE

  26. Module 1 Self Reflection • Complete the Self-Reflection Checklist for this module. (You may also want to review the CR Learning Environment Survey.) • Identify one or two areas that you would like to improve Individual self-reflection The checklist can be found inResource Packet for Module 1: Room Arrangement

  27. Making the Most of Your Learning: Use KASAB! Knowledge TSS: Chapter 7 Calming Corner Supporting Positive Behavior (p. 21-26) Trauma Sensitive Safety Review Tool Behavior Use PLC’s for support Aspirations How does making adaptations align with your current values as an educator? Attitude VABB Newsletter Skills CLR Learning Environment Survey Midwest Snapshot

  28. Acknowledgements Evertson & Emmer (2008). Classroom management for elementary teachers (8th Edition). Boston, MA: Allyn and Bacon. Learning Forward (learningforward.com) Positive Behavior in Alberta Schools (http://www.assembly.ab.ca/lao/library/egovdocs/2008/aled/165334.pdf) Wisconsin Department of Education’s School Mental Health Project Responsive Classrooms: A Quiet Place for Rough Moments http://www.responsiveclassroom.org/a-quiet-place-for-rough-moments/

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