To view the slide show: Whenever you see a red or green punctuation mark, the slide show stops at that point. Click your mouse to continue the slide show. (Do it now)

Your Do Now ActivityThink about the way in which you have organized your classroom (or plan to do so).

What factors influenced the look of your room? (placement of furniture, items, rugs, etc.)

What decorations are posted on the walls, windows,closet doors, & otherverticalsurfaces?

McIntyre, BehaviorAdvisor.com

How do environmental conditions vary within the same room?The temperature may vary.

Some kids have a better view of the board or presentation area.

Extraneous noise levels may be different in different parts of the room.

Some students have better lighting. Those near the windows receive ever-changing levels of light on their desk tops.

Things to consider whenarranging your classroom.Our goals are to:Promote attention & minimize distractionsProvide structure, access, & orderlinessMake efficient use of limited space.Things that influence our decisions include:# of studentsSize and shape of roomPlacement of non-moveable itemsAvailable furnitureTypes of lessons, learning formats & activitiesthat will ensue.

Lets look more closely at these aspects

Class Size & On-Task BehaviorStudents in U.K., Hong Kong, & U.S. off-task more in larger classes. Larger the class, the more teachers lectured & the less students focused on what supposed to be doing.Low-achieving students especially affected by class size; nearly twice as likely to be disengaged in a class of 30 compared to 15. While previous class-size studies found a threshold for positive effects (e.g., Had to be under 17 to have a major impact), this study found that any reductions of class size were beneficial to student attentiveness. Students Observed to Be On Task Less as Class Size Grows by Debra Viadero in Education Week, Apr. 2, 2008 (Vol. 27, # 31, p. 9)

The Size of the Room Affects:Instructional style and methods. How so?Planning for movement (or lack thereof)Methods used (cooperative learning, moving between stations & learning centers, response pages taped to wall, etc.) & Interpersonal interactionRats & humans tend to react negatively to cramped spaces.Architects allocate space figured primarily upon:Funds availableAnticipated time of occupancy:Shelters (Fallout, Tornado) 6 sq. ft. per person (short-term)County jails: 48 sq. ft. per personSchool room: 30 sq. ft. per pupil (30 x 30 = 900 sq. ft.)Then DIVIDE by 30 students. Consider also:Furnishings cut down on open spaceThe unusable space near any doors (class entry, bathroom, coat room)The teacher hogging a large unfurnished space near the front.

The REAL Space-Per-Student Ratio18 square feet for 6-7 hours of occupancyThe size of 2 phone booths.Typical special ed room.

Influences That We Cant AvoidWhat comes with the room that we must work around, so to speak?Shape of the room (changed by non-moveable objects)Doors, closets & windowsBulletin, chalk, & white boardsHeight of the ceiling (How bring it down?)Internet & cable outletsDrinking fountains & sinksBathroom.Despite having no control over the size and configuration of the room, assure that:-There are no large unoccupied spaces (Gallagher)-The teacher can move to offer assistance to everyone.-Students can move without disturbing others.

Immoveable Objects

Types of lessons, learning formats& activitiesIf enough space, arrange for the various types of groupings & learning formats that youll be utilizing. Among your learning format options are?Full class presentations by the teacherIndividual or small group practiceor application of instructionReading groupsPanel discussion / RoleplayingLearning centers. (NPR routines for centers demo)

Demonstration SeatingHow do the two configurations compare? Benefits of each?.

Row seating: What type of instruction occurs in these rooms?

Cluster Seating Top Row:Why the angle alignment to board?Why 6 kids at one cluster?How do you decide which pupils sit together?Bottom Row:Whats the benefit of the 1st one in comparison with the 2nd?

Rows versus Clusters:Benefits of Each?Wong recommends rows on the 1st day. Why?Prevent cliques from forming; assert in-charge imageRows: What does research tell us about which pupils receive the most teacher attention & assistance?Front seats & down the middle aislesGiven open choice on seating selection, where do kids with behavior challenges tend to sit?Back (right corner as face teacher).

Research on Rows Vs. ClustersAxelrod (1979) switched students between row and cluster seating. In which configuration were the students on task more?62% time on task in cluster82% of time on task in rows.2nd trial63% of time on task in cluster83% of time on task in rowsYes, but(Which other aspects or outcomes should also be considered?)

Rows versus Tables (for EBD with LD)Wheldall & Lam (1987, Acad. Ther.) changed seating of three classes every two weeks (2 times in each condition). Which condition produced more on-task behavior?Tables: 35%Rows: 70%.Less disruptive behavior while in rows.Teachers uttered more positive commentary (and reduced negative feedback) while students were seated in rows.

Placement of our desk is important too

ent.

Old-school, but an efficient classroom. Why?What sort of instruction/activities probably occur?The teacher planned for 28 students. Now s/he is told that there will be 33 learners at the start of the term. How can s/he fit 5 more pupils? (image: IRIS Center)

4 Guidelines for Arranging FurnishingsSeparate high traffic areas. Areas such as?Teachers deskComputer stationsGroup work areasPencil sharpenersTrash cansWater fountainsPick up & drop off locations for books & papers

2. Before the students arrive, stand in different parts of the room to be sure that youll be able to see all of your students.

What sorts of things might interfere with a clear field of vision to all students from all places?

What is the best way to position yourself when assisting a student?

Which way do you face and why?

3. Be sure that all of your students can see you as you instruct. Do so by?

Sitting in their seats and slouching down.

4. Keep frequently used material easily accessible.

Examples of frequently used materials &how you keep them accessible?

Common ModificationsHow would you change the physical environment (or student position inside of it) for students whose challenges are: (Teams)VisualCloser or farther from board / presenterAway from windows, lamp on deskMotoricWider aisles for crutches & wheelchairsSeat removed to create a spot for a wheelchairDistractibilityCarrel / Booth with no decorationsTeacher attireWhat should be made more vivid and stimulating?

An Inefficient Classroom Design But why?

Iris Center image

In your teams, read the page describing 4 students: Robert, Latisha, Helen, and Paulo.Devise a seating arrangement that meets their needs & addresses their described characteristics.

Developed by:Tom McIntyreDept Special EdHunter College, NYCThomas.mcintyre@hunter.cuny.eduBehaviorAdvisor.com & BehaviorDrs.com

Previous to showing this slide: Youve been in many classrooms and learning environments- from enormous auditoriums- to the large closets or corners of a hallway.

Some were conducive to learning and the sharing of knowledge and information. Others were not.

Physical and social systems are inextricably intertwined (Try saying that phrase 8 times fast).The classroom & how its contents and furnishings are arranged- can be a powerful teaching tool for managing behavior,- or an undirected and unrecognized negative influence.

Your room is not just a benign homogeneous cube, but rather, a network of varied and interconnected micro-environments.

Even if looks like large cube with seats, the learning conditions will vary by where a pupil is located.

How so? (Show slide after discussion)Another area in which we have no control is the size of the room. The amount of space per student affects (click)