Organizing Your Classroom

A Preemptive Strike

1

ARRANGING CLASSROOM

Keep high traffic areas free of congestion

Be sure that the teacher has access to all students

Be sure all students are easily seen by the teacher

Be sure students can easily see instructional presentations and displays

Keep frequently used teaching materials and student supplies readily accessible

9

Potential Problem Areas

Walls and Ceiling

Floor Space– student desks– group activity areas– centers– bookcases– teacher's desk– teacher's materials– electrical outlets– pets and plants– traffic patterns (teacher and student)

Storage Space and Supplies– everyday paper and supplies– everyday books and materials– long-term, seldom used supplies &

materials– equipment– student belongings– personal supplies and materials

10

EVALUATE ROOM ARRANGEMENT

Does congestion often occur in certain areas of the room?

BOOK SHELF

BOOK SHELF

CH

ALK

BO

AR

D

WINDOWS

Supplies Supplies

BOOK SHELF

BOOK SHELF

BOOK SHELF

BOOK SHELF

WORKTABLE

Te

ache

r

DOOR

SU

PP

LIES

SU

PP

LIES

FISH TANK

PE

TR

AB

BIT

COMPUTER

PETSNAKE

WO

RK

TABL

E

COATS & HATS

CO

AT

S &

HA

TS

PLANT

PENCILSHARPENER

PLANTPLANT

2

EVALUATE ROOM ARRANGEMENT

Can you and your students move around easily through clear traffic lanes not blocked by desks, tables, etc.?

Books Books Books

Sm

all G

roup

Art

Tea

cher

Supplies

Supplies

Supplies

Pencil

Sharpener

Work

Table

Sink

Windows

Cha

lkbo

ard

Door

3

EVALUATE ROOM ARRANGEMENT

Do students in small groups or stations distract nearby students?

Books Books Books

Sm

all G

roup

Art

Tea

cher

Supplies

Supplies

Supplies

Pencil

Sharpener

Work

Table

Sink

Windows

Cha

lkbo

ard

Door

4

EVALUATE ROOM ARRANGEMENT

Can you see all students from anywhere in the room when you are instructing?

BOOK SHELF BOOK SHELF

CH

ALK

BO

AR

D

WINDOWS

Supplies Supplies

BOOK SHELF BOOK SHELF BOOK SHELF BOOK SHELF

WORKTABLE

Te

ache

r

DOOR

SU

PP

LIES

SU

PP

LIES

FISH TANK

PE

T

RA

BB

IT

COMPUTER

PETSNAKE

WO

RK

TABL

ECOATS & HATS

CO

AT

S &

HA

TS

PLANT

PENCILSHARPENER

PLANTPLANT

5

EVALUATE ROOM ARRANGEMENT

Can students see all instructional displays without straining or moving their chairs?

Books Books Books

Sm

all G

roup

Art

Tea

cher

Supplies

Supplies

Supplies

Pencil

Sharpener

Work

Table

Sink

Windows

Cha

lkbo

ard

Door

6

EVALUATE ROOM ARRANGEMENT

Are students who need attention seated where they can be reached easily?

Books Books Books

Supplies Supplies

Supplies

Pencil

Sharpener

Sin

k

Windows

Ch

alk

bo

ard

Door

Work

Table

Te

ach

er

Small Group

Art

7

EVALUATE ROOM ARRANGEMENT

Do some students frequently bother others near them?

Books Books Books

Sm

all G

roup

Art

Tea

cher

Supplies

Supplies

Supplies

Pencil

Sharpener

Work

Table

Sink

Windows

Cha

lkbo

ard

Door

8

Practicum Assignment

• Day 1. Draw a comprehensive picture of your classroom:– Include all of the appropriate “Potential Problem Areas”– Your drawing should be in approximate scale to reality– Make 5 copies of your drawing

• Day 2. Using two colors of pencil draw the following traffic patterns (see attached example A)– Teacher: For one twenty minute period trace your teacher’s movements– Students: For one twenty minute period draw the traffic patterns of all student

movement (

• Homework: Please assess your classroom using the “Potential Problem Areas” listing and information gathered during your observations. Please be sure to list any additional problem areas/procedures that you see.– Please include in your assessment comments on what worked as well as what

may need improvement.– Compile a list of suggestions for change as well as a rationale for change– Using your assessment and your suggestions redesign and draw your

classroom to make it work better.

Example A

Teacher Movement: Language Arts Presentation: 9:10-9:30Student Movements: Language Arts Individual Reading: 9:35-9:55

X = X = Unused SeatsUnused Seats

BOOK SHELF BOOK SHELF

CH

ALK

BO

AR

D

WINDOWS

Supplies Supplies

BOOK SHELF BOOK SHELF BOOK SHELF BOOK SHELF

WORKTABLE

Te

ache

r

DOOR

SU

PP

LIES

SU

PP

LIES

FISH TANK

PE

T

RA

BB

IT

COMPUTER

PETSNAKE

WO

RK

TABL

E

COATS & HATS

CO

AT

S &

HA

TS

PLANT

PENCILSHARPENER

PLANTPLANT

XX XX XX XX

XX

XXXXXX XX

XX XX XX

XXXXXX

XXXX

XXXXXX

XX

XX

XX

Defining and Teaching Expected Behavior

Developing Overall Classroom Expectations

1. What are students doing and saying during all types of instruction (group work, independent work, lecture, etc.)

2. What are students doing and saying during transitions?

3. How do students come and go from the room?

4. How do students interact with one another? You?

5. What do students do when they need help?

6. How do students let you know that they need to leave the room?

7. If visitors came to the room, how would they describe your room? What would you like them to say?

From the answers to these questions develop a list of expected behaviors.

Guidelines for Developing Rules

• Align rules with school-wide expectations and rules

• Describe what people will say or do focusing on observable behaviors

• Develop only three to five rules for each expectation

• Rules are applicable in all areas of the classroom and for all activities

• Rules are developmentally appropriate

• Rules are publicly posted

Sample Expectations and Rules

Expectation Possible Rules

Be Responsible (Respect Property, be a good learner)

* Be Prepaired* Be in your seat when bell rings* Raise your hand before speaking* When the teacher is in the “BOX”, seal your lips and look forward.* Keep hands to self* Lean up after yourself

Be Safe (Respectful of Ourselves)

* When seated: back to back, seat to seat, feet to floor* Keep all 4 legs of your chair on the floor* Take turns* Quiet body when seated

Be Respectful (Respect Others)

* Lips sealed when others are talking* Take only what is yours* Use your indoor voice

Example of Classroom Routines

• Entering and leaving room when class begins or ends

• Leaving during class• Behavior during over-head speaker

announcements• Independent work• Group work• Computer time and other special areas• What to do when finished early• Getting help from teacher or teacher attention• Transitions from one activity to another• Lining up• Walking in the hallway• Free time• Turning in homework or other assignments

Assignment: For each listed routine

1.Write a task-analysis of how the routine should be accomplished; and

2. Briefly describe how you would teach the routine.

Assignment: For each listed routine

1.Write a task-analysis of how the routine should be accomplished; and

2. Briefly describe how you would teach the routine.