1 Chapter 2 Organization Create Consistent Organizational Patterns

2 Chapter 2, Task 1: Arrange an Efficient Daily Schedule I have arranged my daily schedule to include a reasonable balance of teacher-directed work, independent work, and cooperative group activities— both within a given subject and/or across subjects during the day. I have arranged my daily schedule so that no one type of activity (teacher- directed work, independent work, or cooperative group) runs for too long a period of time.

3 Chapter 2, Task 1: Arrange an Efficient Daily Schedule (Continued) I have scheduled independent work and cooperative group activities to immediately follow teacher-directed tasks. I have identified and taken steps to proactively address those times of the class or day when students are more likely to misbehave.

4 Chapter 2, Task 2: Create a Positive Physical Space I have arranged the desks in my classroom to optimize the most common types of instructional activities students engage in and to reflect the level of structure my students require. My classroom is arranged so that I have physical and visual access to all parts of the room.

5 Chapter 2, Task 2: Create a Positive Physical Space (Continued) My classroom is arranged so that disruptions caused by activity in high- traffic areas are kept to a minimum. I have devoted some of my bulletin board/ display space to student work. Figure 2.1 Desks in Rows Front to Back

6 Figure 2.2 Desks in Rows Side to SideFigure 2.3 Desks in Clusters Figure 2.3 Desks in U-Shape (v. 1)Figure 2.5 Desks in U- Shape (v. 2)

7 Chapter 2, Task 3: Use an Attention Signal I have identified and will teach to students an attention signal that has both auditory and visual components. I have a specific plan for how I will provide both positive and corrective feedback to students regarding how they respond to the signal.

8 Chapter 2, Task 4: Design Effective Beginning and Ending Routines I have identified how I will begin class and/or the school day in a way that makes students feel welcome and prompts them to go immediately to their seats to work on a productive task.

9 Chapter 2, Task 4: Design Effective Beginning and Ending Routines (Continued) As a middle school teacher, I have determined how I will conduct opening activities to meet the following goals: –Students are instructionally engaged while I take attendance. –My procedures for dealing with tardiness ensure that tardy students do not disrupt class or take my attention –Announcements and housekeeping tasks do not take up too much time.

10 Chapter 2, Task 4: Design Effective Beginning and Ending Routines (Continued) As an elementary school teacher, I have determined how I will conduct opening activities to meet the following goals: –Opening activities are efficient and orderly, and ease students into the school day. –Students understand that school attendance and punctuality are important.

11 Chapter 2, Task 4: Design Effective Beginning and Ending Routines (Continued) I have identified procedures for dealing with students who do not have necessary materials and/or are not prepared. These procedures –Ensure the student(s) can get needed materials in a way that does not disrupt instruction. –Establish reasonable penalties to reduce the likelihood the student(s) will forget materials in the future. –Reduce the amount of time and energy I have to spend dealing with this issue.

12 Chapter 2, Task 4: Design Effective Beginning and Ending Routines (Continued) I have identified how I will deal with students who return after an absence so that they can find out what assignments they missed and get any handouts or returned papers without involving much of my time and energy.

13 Chapter 2, Task 4: Design Effective Beginning and Ending Routines (Continued) I have developed procedures for wrapping up at the end of the school day and/or class period. These procedures ensure that: –Students will not leave the classroom before they have organized their own materials and completed any necessary cleanup tasks. –I have enough time to set a positive tone for the class and give students both positive and corrective feedback.

14 Chapter 2, Task 4: Design Effective Beginning and Ending Routines (Continued) I have developed dismissal procedures that ensure that students do not leave the classroom until I dismiss them (the bell is not a dismissal signal).

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16 Chapter 2, Task 5: Manage Student Assignments I have designed procedures for assigning classwork and homework that ensure that students can easily find information about the tasks they have been assigned to complete. I have designed efficient and effective procedures for collecting student work.

17 Chapter 2, Task 5: Manage Student Assignments (Continued) I have designed efficient and effective procedures for keeping records of students' work and giving them feedback about their progress. I have designed efficient and effective procedures for dealing with late and/or missing assignments.

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21 Chapter 2, Task 6: Manage Independent Work Periods As I set up my independent work periods, I will make sure that I do the following: –Only assign independent work that I know students can do independently. –Schedule independent work times in a way that maximizes on-task behavior (see Task 1: Arrange an Efficient Daily Schedule).

22 Chapter 2, Task 6: Manage Independent Work Periods (Continued) –Establish a clear vision of what student behavior should look and sound like during independent work times. –Arrange to provide guided practice on tasks and assignments that I expect students to do independently. –Develop a specific system for how students can ask questions and get help during independent work periods.

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24 Organization: Peer Discussion Worksheet With one or more of your colleagues, work through the following discussion topics and activities related to the tasks in Chapter 2. If necessary, refer back to the text to get additional ideas or for clarification. (See Chapter 1 Peer Discussion Worksheet for suggestions on structuring effective discussion sessions.)

25 Peer Discussion Worksheet, Task 1: Arrange an Efficient Daily Schedule A.Have each group member share his or her daily schedule and explain the balance he or she has established among teacher-directed instruction, independent student work, and cooperative group activities. B.As a group, identify those times and events during the day or class period that are likely to produce more misbehavior. Discuss how you each might proactively address those times or events to reduce the specific misbehavior you have observed.

26 Peer Discussion Worksheet, Task 2: Create a Positive Physical Space Arrange for the group to visit each group member’s room one at a time. Have group members give feedback on the arrangement of desks, the use of bulletin board space, and the general effectiveness of or potential problems with the way each room is arranged.

27 Peer Discussion Worksheet, Task 3: Use an Attention Signal A.Have each group member share what he or she has decided to use for an attention signal and get feedback from the other group members. B.As a group, discuss how you will provide positive and corrective feedback to students regarding how they respond or don’t respond to the signal.

28 Peer Discussion Worksheet, Task 4: Design Effective Beginning and Ending Routines For each of the following times or issues, have each group member explain his or her procedures. Provide feedback and help each other solve any problems teachers may be having with a time of the day or a specific activity, transition, procedure, or routine. Arrival (immediately before entering the classroom) Entering class (before and immediately after the bell rings)

29 Peer Discussion Worksheet, Task 4: Design Effective Beginning and Ending Routines (Continued) Opening activities (middle school: taking attendance, dealing with tardy students) Opening activities (elementary school) Dealing with students who are not prepared with materials Dealing with students who are returning after an absence End-of-day or end-of-class procedures Dismissal (procedures for leaving the classroom)

30 Peer Discussion Worksheet, Task 5: Manage Student Assignments Have group members explain the procedures they use for managing these aspects of student work. Give each other feedback. Assigning classwork and homework Collecting completed work Keeping records and giving feedback about students' performance and progress Dealing with late and missing assignments

31 Peer Discussion Worksheet, Task 6: Manage Independent Work Periods Have group members explain their procedures for managing these aspects of scheduling and monitoring independent work periods. Give each other feedback. Assigning work that can be done independently by students Scheduling independent work times in a way that maximizes on-task behavior

32 Peer Discussion Worksheet, Task 6: Manage Independent Work Periods (Continued) Developing a clear vision of what student behavior should look and sound like during work times Providing guided practice on tasks and assignments during the first part of the work period Developing a specific system for students to ask questions and get help