Environmental Arrangement - the systematic organization of all aspects of the classroom

1. Environmental Arrangement- the systematic organization of all aspects of the classroom

2. 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

3. 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

5. Programmatic Checklist

6. Keys to Good Room Arrangement • Arrange your room to fit your style of instruction. • Clear all high-traffic paths • Keep barriers down.

7. Keys to Good Room Arrangement (cont.) • Keep materials/supplies readily accessible. • Be certain that all students can see ongoing instruction and are free of distraction. • A room should be child safe.

8. 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.

9. Floor Space • 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

11. 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.

12. 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

13. 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?

14. 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.

15. 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?

16. 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?

17. 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.

18. 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

19. 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

20. 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

21. Implementation of Rules • Select and post the classroom rules • Teach 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

23. 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).

24. 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

25. 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

26. 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

27. 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.

28. List a variety of strategies that can be used to facilitate transitions?

29. 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

30. 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.

31. 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

32. Peer-buddies • Cooperative Learning • Class-wide Peer tutoring • Peer mediators