1. SETTING UP THE ENVIORNMENT FOR EFFECTIVE LEARNING/THERAPY

2. To create an environment that welcoming and nourishes children.
AGENDA:
How to structure the physical environment
How to structure the emotional environment
The role of self-esteem in the classroom

3. Teachers with effective classroom management skills:
Physically arrange the classroom in a way that minimizes distractions and facilitates teacher-student interaction
Create a climate in which students feel they belong and are intrinsically motivated to learn
Plan activities that encourage on-task behavior
Continually monitor what students are doing
Modify instructional strategies when necessary

4. Structuring the Physical Environment in a classroom
Desk arrangements
Student placement
Classroom decoration
Music in the classroom

5. Desk Arrangement
Desks in groups, with students facing each other, can help stimulate student discussion

6. Desk Arrangement
Desks in single or double rows are good for demonstrations and independent work
Source:

7. Desk Arrangement
Remember, all seating arrangements should accommodate an inclusive learning environment
Foreman (1996) notes that some classrooms may require free and quiet spaces to facilitate learning

8. Student Placement
Place easily distracted students away from each other, doorways, windows and areas of high traffic
Preferably, place to one side of the classroom, close to the front
An inclusive classroom should place students in areas of the class best suited to their needs

9. Classroom Decoration
Students like to see their own work displayed, even in High Schools
Class-made posters help students develop a sense of belonging to the classroom
Plants and animals can have positive effects on the classroom (Nicholls, 2006)

10. Music in the Classroom Music can be a great addition to any classroom
Use as reward
Create positive mood
Helps broaden musical experiences
In inclusive classroom music can:
Comfort/calm and help focus (some students)

11. Structuring the Emotional Environment
“It is the teacher’s responsibility to value each and every one of the students in their class, so that each student feels special and important.” (Groundwater-Smith et al, 1998, p. 95)

12. Structuring the Emotional Environment
The bond between a teacher and student is much more important for students with management and behavioural issues such as ADHD and Asperger’s.

13. Structuring the Emotional Environment
ADHD
Students need extra motivation so they can maintain attention, work consistently, and avoid boredom associated with repetitive tasks. (eg. Maths)
Asperger’s
A bond with the teacher can encourage, inspire and greatly assist them.

14. Strategies Greet students personally Make frequent eye contact
Negotiate rules and routines with students
Acknowledge positive behaviours
Use positive language
Interact with students outside the classroom

15. Strategies
Minimise embarrassment
Use class meetings)
home buddies

16. Self-esteem Defined
An individual's sense of their value or worth, or the extent to which a person values, approves of, appreciates, prizes, or likes him or herself (Blascovich & Tomaka, 1991).
A favourable or unfavourable attitude toward the self (Rosenberg, 1965)

17. Implications for Teachers?
Don’t disregard self-esteem
Focus on techniques that will result in increased earned self-esteem
Don't shield students from feelings of sadness, frustration, and anxiety when they lose, fail or make mistakes
Teach self-control

18. The Task:
You have three options for your classroom arrangement: rows, groups or u-shape. Decide which arrangement would best suit this class. Discuss your reasoning as a group.

19. Therapeutic Enviornment
A healthcare environment is therapeutic when:
Reduce or eliminate environmental stressors
Provide positive reinforcement
Enable social support
Give a sense of control

20. Therapeutic enviornment meant to fulfill the needs of kids.
Needs could be:
Sensory
Motor
Academics
Communication
ADLs

21. Plan individualized activities.