1. A Closer Look at the Pre-K Classroom Organization Domain

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

3. 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

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

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

6. 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

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

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

9. 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

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

11. 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

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

13. 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

14. 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

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

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

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

18. 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

19. 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

20. 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

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

22. 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

23. 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

24. For additional information…
Please visit the 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!

25. 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)
Natasha Smith
(561)
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 :

26. Questions?