Material Needed for this Module Chart paper Markers Guiding Questions Handout Snapshot for Physical Environment Action Plan template Think about questions Some arrangements can’t be changed so it links back to supervisions

PBIS Classroom Management Practices 1: Arrange Orderly Physical Environment

Classroom Management Practices Arrange orderly physical environment Define, Teach, Acknowledge Rules and Expectations Define, Teach Classroom Routines Employ Active Supervision Provide Specific Praise for Behavior Continuum of Response Strategies for Inappropriate Behaviors Class-Wide Group Contingency Provide Multiple Opportunities to Respond TRAINER NOTES: The use of the physical environment to promote student learning is a hallmark of an experienced teacher. Its use varies, with the age of the students: in a primary classroom, centers, and reading corners may structure class activities; while with older students, the position of chairs and desks can facilitate, or inhibit, rich discussion. Naturally, classrooms must be safe (no dangling wires or dangerous traffic patterns), and all students must be able to see and hear what’s going on so that they can participate actively. Both the teacher and students must make effective use of electronics and other technology. Modifications are made to the physical environment to accommodate students with special needs. There is total alignment between the learning activities and the physical environment. Students take the initiative to adjust the physical environment. The teacher and students make extensive and imaginative use of available technology. Students ask if they can shift the furniture to better suit small-group or discussion. A student closes the door to shut out noise in the corridor or lowers a blind to block the sun from a classmate’s eyes. Student suggests an application of the white board activity. Adapted from MO Classroom PBIS

Classroom Management Practices: 1: Arrange Orderly Physical Classroom Environments We will use the same process with action planning around data, practices, and systems for each classroom practice … 4 Elements guide the systematic implementation of PBIS--- Outcomes, Data, Practices and Systems Outcomes - First, the school sets measureable and achievable outcomes related to social competence and academic achievement that are embraced by all staff and families. Practices - Once the desired outcomes are established, the school identifies practices (what we do for students) that are supported with educationally relevant evidence. These practices should be based on t he school’s needs, be relevant, effective and efficient. They are based upon the principles of applied behavior analysis, are research based, and embrace a positive, proactive and instructional philosophy. Data – Next, information or data (how we make decisions) is used to identify the status of current practice, support the need for change, and evaluate the impact of interventions or practices (e.g., records of behavioral incidents, attendance, staff and student perceptions) Systems – Finally the school formally put s system (what we do to support adults, e.g. personnel, funding, policies, training) into place to ensure that the accurate implementation of the practices can and does occur.

Definition The physical arrangement of the classroom is a preventative practice that positively impacts student performance in the classroom. (Scheuermann & Hall, 2008)

Rationale Maximizing classroom space increases academic engagement and: creates efficient work-flow increases on-task behavior minimum distractions minimum congestion reduces possible problem behavior

Important Reminders Keep high-traffic areas free from congestion group work areas space around the pencil sharpener doorways students’ desks and teacher’s desk Be sure all students can be easily seen and they can see the teacher Teacher should sit down at every desk before the first day of school Make sure that frequently used materials and supplies are clearly labeled and easily accessible Display only current or relevant materials Stand in different parts of the room to be sure you can see all of your students. What might interfere with your visual monitoring? How do you position yourself while helping students? Be sure all of your students can see you as you teach. Do so by sitting in their seats (and slouching down to their height).

Physical Arrangement Clusters allow small group work Facilitates collaborative learning Graphic from Alabaman Dept. of Education at http://web.utk.edu/~mccay/apdm/classmgt/credits.htm

Physical Arrangement Circular arrangement may facilitate student discussion Allows teacher to easily circulate Graphic from http://creativeresearchcorner.blogspot.com/

Hints for Success Have a variety of physical arrangements planned and diagramed before students arrive Practice setting up classroom for whole class instruction, small group activities and small group instruction combined with independent work Be sure all students can see instructional presentations and displays Plan for “desk creep” by having floor markers or posters of seating arrangements for self-correction Protect the floor by placing old tennis balls on the feet of chairs and desks

Activity: Other Arrangements Take some time and draw a classroom arrangement you use that has not been shown in the presentation. Under the diagram list pros and cons of this type of classroom set up. Remember to include: where group activities will be a reading corner placement of book shelves location of teacher desk how students’ desks will be arranged where problem behaviors typically occur/hot spots? Share out when prompted. Possibly post these diagrams in staff lounge and collect feedback from colleagues for 1 week. Consider how you address hotspots in your room

Guiding Questions How many students will you have in the room at one time? How should student desks/seats be grouped? What kinds of activities will be taking place in your classroom and where will they take place? Will student desk arrangement change to best suit activity? How is movement in the classroom to be regulated? High traffic areas? What can you do to create a sense of well-being and safety for your students in your classroom? Does the physical arrangement of the classroom maximize the opportunity for positive teacher–student interaction while minimizing the possibility for disruptions? Teacher desk placement? Clutter or teacher view obstructed? What else would you like to to consider? Hotspots

Classroom Snapshot: Physical Environment

Reflection Activity Look over the Guiding Questions and think about your classroom physical environment. What modification might be made in classrooms to better accommodate students with various learning styles? How will you assure that all students have optimal access to your assistance and attention? After considering the questions, are there things you would change? If so, what are they? Be ready to share out with the group. ACTIVITY – PROVIDE A COPY OF THIS SLIDE AS HANDOUT. These are guiding questions for teachers to consider when arranging the physical space of their classroom. These questions can be used as an activity to stimulate school personnel to think about physical space/arrangement. The same logic can be modified slightly and applied to non-classroom settings (library, lunchroom …)

Classroom Management Assessment for Physical Environment

Wrap-up and Questions Please take a few minutes to add items from this training to your action plan. What questions do you have? Share with us: What is one thing you are taking away? What is one thing you need more information about?