Classroom Layout to Maximize Learning NTA August 2, 2012

1. Classroom Layout to Maximize Learning NTA August 2, 2012

2. Arranging Your Classroom Your first line of defense for crowd control

3. Anticipatory Set: True or False? • Whether or not students will goof-off depends on how close to the teacher they are. TRUE • Once you’re decided on a classroom arrangement, it’s best not to change it until the end of the block. FALSE • What worked for the veteran teacher before you is probably how you should keep your room arrangement, at least for the first block. FALSE

4. Anticipatory Set: True or False? • You shouldn’t get rid of empty cabinets or bookshelves when re-arranging your room; you never know when you might need them. FALSE • The best room arrangement allows the teacher to get from any student to any other student in the least possible steps. TRUE • Subject areas usually follow the same pattern for classroom layouts (e.g. English classes will generally have the same arrangement). FALSE

5. Anticipatory Set: True or False? • How you arrange your classroom should depend on what you want to emphasize in your class (e.g. direct instruction, cooperative learning, etc.). TRUE • Effective classroom arrangements have a cap of about 30 students FALSE • The best classroom arrangement for more than 30 students is in rows. FALSE • The teacher’s desk should always be in front. FALSE

6. Objectives By the end of the presentation, you will be able to: (1) explain why classroom arrangement is an important part of classroom management, AND (2) evaluate different classroom layouts for their effectiveness in increasing teacher mobility.

7. Why is classroom arrangement important? • Sets the expectation for student focus • Minimizes student misbehavior and unsafe activity • Maximizes teacher and student efficiency • Increases teacher awareness of on-task behavior and student achievement

8. Setting the expectation for student focus • Where are the students naturally facing in your classroom arrangement (toward the board, toward each other)? • How are the seats grouped (individually, in pairs)? • How many per group (2, 3, 4)? • How close to their neighbor are they?

9. Minimizing Student Misbehavior • The Golden Rule: You must be able to reach any student in the least amount of steps • “Crowd control” • Zones of proximity • Red zone • Yellow zone • Green zone • Having quick and easy access to every student allows you to keep students in the red zone as you move around your class.

10. Maximizes teacher and student efficiency • Organization, consistency and ease of access all save you AND your students time. • Avoiding “Where are the…?” and the “I can’t find the…” from both you and the students • Even if it’s organized and consistent, it doesn’t do you or the students much good if they can’t access it easily and quickly • Moving cabinets and bookshelves is just as important as moving the student chairs and tables

11. Increases Teacher Awareness of Achievement • Fact: 40% of the new teacher evaluations mandated by the State of Arizona are built on STUDENT ACHIEVEMENT SCORES. • Fact: A school’s AYP and AZ Learns statuses are based largely on the ACHIEVEMENT OF ALL COHORT and ELL STUDENTS. • Fact: The new common core standards and PARC assessments require students to perform in more cognitively demanding ways. • Fact: To keep a charter active, each campus needs to demonstrate WITH DATA that EVERY STUDENT’S READING AND MATH SCORES ARE GROWING. • Fact: AIMS augmentation has been reduced to 5% - almost nothing!!

12. General Tips and Pointers • You want to create walkways • Move furniture out of the way… or out of your classroom! Just because it worked for the teacher before you, doesn’t mean it has to work for you! • Account for backpacks and shuffled seats. If you have to twist and turn to get by, it is not an effective arrangement. • Play with different arrangements • Practice with each arrangement – you want the shortest distance with the fewest steps to each student, no matter where you are in the classroom • Form your classroom arrangement around what you want the focus of your class to be: teacher-centered, discussion-based, or cooperative-learning, etc. • Don’t be afraid to put the teacher’s desk in the back!

13. Let’s practice! TASK #1… • Each pair will receive a set of diagrams of different classrooms. They will discuss the classroom set-up and, together, list the positives and negatives for using each layout as a classroom design. TASK #2… • Then, individually, each person will evaluate each layout and rank them in order of preference, with the first number being the layout you would most likely use for your classroom. Use the note cards to physically rank your preferences. Be prepared to explain your opinion! 

15. Layout A

16. Layout B

17. Layout D

18. Layout E

19. Layout F

20. Layout I

21. Layout K

22. Layout L

23. Objectives By the end of the presentation, you will be able to: (1) explain why classroom arrangement is an important part of classroom management, AND (2) evaluate different classroom layouts for their effectiveness in increasing teacher mobility.