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The Organized Classroom

Learn efficient organization techniques for educational settings. Enhance classroom setup, toy clean-up, and manage routines effectively.

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The Organized Classroom

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  1. The Organized Classroom Candice HoytToolbox for Teaching Stacy EricksonHome Key Organization

  2. The Organized Classroom • Sign in • Write on your worksheet • The area or materials in your classroom that take the longest to clean up. • The “hardest” transition and what happens. Example: Between lunch and nap– takes too long, congestion at the sink.

  3. Who We Are • Stacy Erickson • Professional organizer specializing in spaces for child development, both in the home and in caregiving/education settings. • Candice Hoyt • STARS trainer whose specialties include behavior support and classroom management.

  4. Learning Objectives • Identify and design age-appropriate materials, set-up and schedules. • Follow a step by step approach to teaching and managing routines. • Evaluate your current space and develop a plan for change.

  5. Table Talk • The area or materials in your classroom that take the longest to clean up. • The “hardest” transition and what happens. Example: Between lunch and nap– takes too long, congestion at the sink.

  6. The Environment Identify and design age-appropriate materials, set-up and schedules.

  7. Toy Clean Up Challenge Learning Objective 1. Clean-Up Stress

  8. Classroom Organization Checklist • If asked to clean up, where would you start? • Could you figure out where things went? • How would you find your favorite toy? • Where would you set up to do an activity? • Observe & record usage of space & materials

  9. Infants • Low shelves • Spread-out materials and half-filled baskets • One container for toys (not sorted) • Children clean up

  10. Toddlers • Large and fine motor activities • Choice: Learn decision making and self-regulation. • Open-ended materials • Rotate 2 weeks to one month • Master activities & try new ones.

  11. Preschoolers • Rooms easily cluttered • Can focus for longer amounts of time • Right amount of stimulation

  12. Nice colors, home-like. Reach too high? Good visibility. Too much stuff? http://ow.ly/i/3pLKf

  13. Resources • Infant Toddler Spaces by Community Playthings • http://bit.ly/InfantToddlerSpacesBook • Child Care Licensing Guide • Washington State Early Learning and Development Guidelines • Materials • Development & curriculum by age

  14. Why Organize?

  15. Why Organize? • Less visually stimulating • Fewer materials = easier clean up • Organization = structure • Space to prepare next activity • Less clutter = less stress • Adults & children have time to play together • Positive mood, positive relationships

  16. Young children need Structured Environments At-Risk Households Routines What is coming next Expected at different times of the day Appropriate space for expected tasks • What to expect • Where materials are kept • Sense of trust • Trust in the environment

  17. Focus and Attention Span • 4 year olds with longer attention span are almost 50% more likely to complete college by age 25

  18. Helping Children Focus

  19. Schedules • Appropriate timing • Not too much • Not too little • Time to transition and they’re still very into the play… • Can you lengthen these times? • How flexible is your schedule? • How can you make it flexible?

  20. Materials & Environment • Keep it simple • Consider reducing the amount of items

  21. Minimize interruption • …by adults, other children, schedule, environmental influences. • Child focuses longer • Lengthened periods of learning and play • Child practices focus • Step back to see the child’s interest & attention • Support that later

  22. Organization Strategies Tips and Tricks for the Classroom

  23. Take away half

  24. Take away half • Rotate smaller variety of each type of thing • 1-2 kinds of blocks out at one time: intentional • More flexible materials

  25. Organized or Flexible? • Minimize stuff, minimize need for specific place to put away • Shelving • Containers • Losing literacy?

  26. Flexible shelving for quick cleanup

  27. Flexible shelving for quick cleanup

  28. Flexible shelving for quick cleanup

  29. Flexible shelving for quick cleanup

  30. Clear Expectations • Is this something they need to ask permission for? • Teach and support routines.

  31. Teaching & Managing Routines Follow a step by step approach to teaching and managing routines.

  32. Goals for Routines • Children: independent, some guidance • Know routines • Quickly learn new rules • Take responsibility for routine • Group responsibility • Teachers: some guiding, avoid directing

  33. Enterprise Talk • NO • Directions • Questions • Praise • Instead: • Descriptions • Narrations • Subjective Talk

  34. Descriptive Cue SequenceNon-Directive Speech for Procedures • Signal: Communicate it is time to transition • “It’s timeto go outside.” / “Free-choice is over.” • Teach a wordless signal • Information: Drawing attention to • Objects involved in the procedure • What is being done correctly (reinforce) • Model: Very little • Direction: Clear, specific – who & what • Contingency: What’s next–we’re waiting for

  35. Descriptive Cue Sequence • Wait 5 seconds before progressing (more for some kids) • Do not progress to next step if children act • Goal: They start routine after “signal”

  36. Descriptive Cue Sequence: Cleanup 1. Signal • Verbal/non-verbal • “It’s time to ____.” • Non-verbal signals? 2. Descriptions • Information • “The doll basket is in the corner.” 3. Modeling • Do what they should do – one at a time. • “I’m putting the dolls’ clothes in the basket.”

  37. Descriptive Cue Sequence: Cleanup 4. Direction • Specific task – to one specific child. • “Here, Gunnar, put this book on the shelf.” 5. Contingency • What happens after cleanup? • “When we are finished cleaning up, we can go outside.”

  38. Descriptive Cue Sequence: Cleanup • How is this different from what you are doing now? • How will this help you?

  39. Summaries with Examples • What is “enterprise” behavior? • Descriptive Cue Sequence • Enterprise Talk • Intrinsically-Phrased Response(Reinforcement)

  40. Planning Your Space Evaluate your current space and develop a plan for change.

  41. Table Talk: Your Organizational Plan • What could you take away to make things less cluttered? • What simple things could you add to help children be more engaged? • Are there any ways to move furniture to divide the space differently? • Who will support you in making these changes? • What other ideas do you have? Worksheet: Organization Plan

  42. What Is the First Thing You Will Do?

  43. Home Key Organization • Stacy Erickson • stacy@homekeyorganization.com 1-877-204-KEY1 • Homekeyorganization.com • /HomeKeyOrganization /homekeyseattle • Services • Individual family/classroom consultations: organization/social media • News on speaking engagements, articles, TV appearances

  44. Toolbox for Teaching • Candice Hoyt • candice@toolboxforteaching.com 206-715-1878 • Toolboxforteaching.com • /toolboxforteaching /toolboxft • Services • In-service STARS trainings • One-on-one computer or other consultingeligible for STARS hours • Correspondence trainings • Independent projects • Finish Up! • Sign in • Complete evaluation

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