A Closer Look at the Pre-K Classroom Organization Domain

Classroom Organization Domain Focuses on classroom processes related to the organization and management of children’s behavior, time, and attention

Child Outcomes The development and expression of regulatory skills is highly dependant on the classroom environment Children exhibit better self-regulation in classroom environments with effective Classroom Organization Classroom environments with effective Classroom Organization tend to have children who make greater academic progress toward school-readiness goals

The Classroom Organization Domain There are three dimensions under the Classroom Organization Domain BEHAVIOR MANAGEMENT PRODUCTIVITY INSTRUCTIONAL LEARNING FORMATS

BEHAVIORAL MANAGEMENT Encompasses staff’s ability to provide clear behavioral expectations and use effective methods to prevent and redirect behavior

Behavior Management Overview Within the dimension of Behavior Management there are four categories of behavioral markers observed: Clear Behavioral Expectations Proactive Redirection of Misbehavior Child Behavior

Clear Behavior Expectations Rules and expectations for behavior are clear and consistently enforced Clear Expectations Consistency Clarity of Rules

Proactive Staff is consistently proactive and monitors the classroom effectively to prevent problems from developing Anticipates Problem Behavior or Escalation Low Reactivity Monitors

Redirection of Misbehavior Staff effectively redirects misbehavior by focusing on positives and making use of subtle cues without taking time away from learning Effective Reduction of Misbehavior Attention to the Positive Uses Subtle Cues to Redirect Efficient Redirection

Student Behavior There are few, if any, instances of student misbehavior in the classroom Frequent Compliance Little Aggression and Defiance

Productivity Considers how well staff manages instructional time and routines and provides activities for children so that they have the opportunity to be involved in learning activities

Productivity Overview Within the dimension of Productivity there are four categories of behavioral markers observed: Maximizing Learning Time Routines Transitions Preparation

Maximizing Learning Time Staff provides activities for the children and deals efficiently with disruptions and managerial tasks Provision of Activities Choice When Finished Few Disruptions Effective Completion of Managerial Tasks Pacing

Routines The classroom resembles a “well-oiled machine”; everybody knows what is expected of them and how to go about doing it Children Know What To Do Clear Instructions Little Wandering

Transitions are quick and efficient Brief Explicit Follow-through Learning Opportunities Within

Staff is fully prepared for activities and lessons Preparation Staff is fully prepared for activities and lessons Materials Ready and Accessible Knows Lessons

Instructional Learning Formats Focuses on the ways in which staff maximizes children’s interest, engagement, and ability to learn from lessons and activities

Instructional Learning Formats Overview Within the dimension of Instructional Learning Formats there are four categories of behavioral markers observed: Effective Facilitation Variety of Modalities and Materials Child Interest Clarity of Learning Objectives

Effective Facilitation Staff actively facilitates children’s engagement in activities and lessons to encourage participation and expanded involvement Teacher Involvement Effective Questioning Expanding Children’s Involvement

Variety of Modalities and Materials Staff uses a variety of modalities including auditory, visual, and movement and uses a variety of materials to effectively interest children and gain their participation during activities and lessons Range of Auditory, Visual, and Movement Opportunities Interesting and Creative Materials Hands-on Opportunities

Student Interest Children are consistently interested and involved in activities and lessons Active Participation Listening Focused Attention

Clarity of Learning Objectives Staff effectively focuses children’s attention toward learning objectives and/or the purpose of the lesson Advanced Organizers Summaries Reorientation Statements

In conclusion, classrooms function best and provide the most opportunities for learning when children are well-behaved, consistently have things to do, and are interested and engaged in learning tasks

For additional information… Please visit the www.forumpac.com website for informational videos and recorded webinars regarding CLASS and classroom best practices And please don’t forget to fill out the survey at the end of this presentation!

The Children’s Forum Program Assessment Center website : For more information on the Strong Minds program, please contact the Strong Minds Navigators: Irene Apolinar (561)374-7521 Irene.apolinar@cscpbc.org Natasha Smith (561)374-7532 Natasha.smith@cscpbc.org For copies of this PowerPoint, to view a recording of this webinar, and to watch our informational videos please visit The Children’s Forum Program Assessment Center website : www.forumpac.com

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