1. 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

2. PBIS Classroom Management Practices 1: Arrange Orderly Physical Environment

3. 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

4. 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.

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

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

7. 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).

8. Physical Arrangement Clusters allow small group work
Facilitates collaborative learning
Graphic from Alabaman Dept. of Education at

9. Physical Arrangement
Circular arrangement may facilitate student discussion
Allows teacher to easily circulate
Graphic from

10. 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

11. 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

12. 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

13. Classroom Snapshot: Physical Environment

14. 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 …)

15. Classroom Management Assessment for Physical Environment

16. 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?