1. Organizing Your Classroom A Preemptive Strike 1

2. ARRANGING CLASSROOM n Keep high traffic areas free of congestion n Be sure that the teacher has access to all students n Be sure all students are easily seen by the teacher n Be sure students can easily see instructional presentations and displays n Keep frequently used teaching materials and student supplies readily accessible 9

3. Potential Problem Areas n Walls and Ceiling n Floor Space – student desks – group activity areas – centers – bookcases – teacher's desk – teacher's materials – electrical outlets – pets and plants – traffic patterns (teacher and student) n Storage Space and Supplies – everyday paper and supplies – everyday books and materials – long-term, seldom used supplies & materials – equipment – student belongings – personal supplies and materials 10

4. EVALUATE ROOM ARRANGEMENT n Does congestion often occur in certain areas of the room? 2

5. EVALUATE ROOM ARRANGEMENT n Can you and your students move around easily through clear traffic lanes not blocked by desks, tables, etc.? Books Small Group Art Teacher Supplies Pencil Sharpener Work Table Sink Windows Chalkboard Door 3

6. EVALUATE ROOM ARRANGEMENT n Do students in small groups or stations distract nearby students? Books Small Group Art Teacher Supplies Pencil Sharpener Work Table Sink Windows Chalkboard Door 4

7. EVALUATE ROOM ARRANGEMENT n Can you see all students from anywhere in the room when you are instructing? 5

8. EVALUATE ROOM ARRANGEMENT n Can students see all instructional displays without straining or moving their chairs? Books Small Group Art Teacher Supplies Pencil Sharpener Work Table Sink Windows Chalkboard Door 6

9. EVALUATE ROOM ARRANGEMENT n Are students who need attention seated where they can be reached easily? Books Supplies Pencil Sharpener Sink Windows Chalkboard Door Work Table Teacher Small Group Art 7

10. EVALUATE ROOM ARRANGEMENT n Do some students frequently bother others near them? Books Small Group Art Teacher Supplies Pencil Sharpener Work Table Sink Windows Chalkboard Door 8

11. Practicum Assignment Day 1. Draw a comprehensive picture of your classroom: – Include all of the appropriate “Potential Problem Areas” –Your drawing should be in approximate scale to reality –Make 5 copies of your drawing Day 2. Using two colors of pencil draw the following traffic patterns (see attached example A) –Teacher: For one twenty minute period trace your teacher’s movements –Students: For one twenty minute period draw the traffic patterns of all student movement ( Homework: Please assess your classroom using the “Potential Problem Areas” listing and information gathered during your observations. Please be sure to list any additional problem areas/procedures that you see. –Please include in your assessment comments on what worked as well as what may need improvement. –Compile a list of suggestions for change as well as a rationale for change –Using your assessment and your suggestions redesign and draw your classroom to make it work better.

12. Example A Teacher Movement: Language Arts Presentation: 9:10-9:30 Student Movements: Language Arts Individual Reading: 9:35-9:55 X = Unused Seats BOOK SHELF CHALKBOARD WINDOWS Supplies BOOK SHELF WORK TABLE Teacher DOOR SUPPLIES FISH TANK PET RABBIT COMPUTER PET SNAKE WORK TABLE COATS & HATS PLANT PENCIL SHARPENER PLANT X X XX X XXX X X X X X X X X X X X X X X X

13. Defining and Teaching Expected Behavior Developing Overall Classroom Expectations 1. What are students doing and saying during all types of instruction (group work, independent work, lecture, etc.) 2. What are students doing and saying during transitions? 3. How do students come and go from the room? 4. How do students interact with one another? You? 5. What do students do when they need help? 6. How do students let you know that they need to leave the room? 7. If visitors came to the room, how would they describe your room? What would you like them to say? From the answers to these questions develop a list of expected behaviors.

14. Guidelines for Developing Rules Align rules with school-wide expectations and rules Describe what people will say or do focusing on observable behaviors Develop only three to five rules for each expectation Rules are applicable in all areas of the classroom and for all activities Rules are developmentally appropriate Rules are publicly posted

15. Sample Expectations and Rules Expectation Possible Rules Be Responsible (Respect Property, be a good learner) * Be Prepaired * Be in your seat when bell rings * Raise your hand before speaking * When the teacher is in the “BOX”, seal your lips and look forward. * Keep hands to self * Lean up after yourself Be Safe (Respectful of Ourselves) * When seated: back to back, seat to seat, feet to floor * Keep all 4 legs of your chair on the floor * Take turns * Quiet body when seated Be Respectful (Respect Others) * Lips sealed when others are talking * Take only what is yours * Use your indoor voice

16. Example of Classroom Routines Entering and leaving room when class begins or ends Leaving during class Behavior during over-head speaker announcements Independent work Group work Computer time and other special areas What to do when finished early Getting help from teacher or teacher attention Transitions from one activity to another Lining up Walking in the hallway Free time Turning in homework or other assignments Assignment: For each listed routine 1.Write a task-analysis of how the routine should be accomplished; and 2. Briefly describe how you would teach the routine. Assignment: For each listed routine 1.Write a task-analysis of how the routine should be accomplished; and 2. Briefly describe how you would teach the routine.