Environmental Arrangement- the systematic organization of all
aspects of the classroom
Objectives
Identify 2 physical changes that will promote
positive behavior, both group and individual
Identify 2 programmatic changes that will
promote positive behavior, both group and
individual
Identify 2 interactional variables likely to be
related to positive behavior
Overview
Create a physical arrangement that eases management, promotes
interaction, and prevents problems
Provide materials that promote attention, persistence and
independence
Establish program rules that help guide behavior of children and
adults
Develop a daily schedule that establishes transitions and routines
that make use of time most efficiently
Develop and provide a classroom that is safe and respectful
Environmental Considerations Yes No
Are the rules or guidelines for success posted?
Can all of the students be seen?
Can all of the children see you or other instructional
materials?
Are all materials accessible?
Do all students have adequate space to perform requested
tasks?
Are there areas which may be visually distracting to the
student?
Are the classroom areas clearly defined?
Do students seem to be affected by the number of children
in the area?
Do students seem to be affected by the number of adults in
the area?
Programmatic Checklist
ITEM Yes No
Is there a schedule for the classroom?
Has the schedule been reviewed and do students
know where to go?
Does the schedule reflect varied activities (i.e.,
quiet/loud, active/passive, independent, teacher
directed etc.)?
Are transitions planned and time allotted?
Do the students spend most of their time in
active engaged time?
Are there enough materials for all students to be
actively involved?
Keys to Good Room Arrangement
1. Arrange your room to fit your style of
instruction.
2. Clear all high-traffic paths
3. Keep barriers down.
Keys to Good Room Arrangement
(cont.)
4. Keep materials/supplies readily
accessible.
5. Be certain that all students can see
ongoing instruction and are free of
distraction.
6. A room should be child safe.
Floor Space
Place teacher’s desk where it is functional and
fits the teaching style.
Frequently used areas should be placed
where they can be monitored.
Avoid large open spaces that could promote
inappropriate behavior.
Bookcases should not obstruct view.
Floor Space
Arrangement of student desks
Row seating versus group seating
Avoid having students in front of or facing
high-traffic areas or areas of distraction.
Leave room between desks.
Replace or repair damaged furniture
Supply Space and Storage
Keep materials in clear, marked containers.
Keep textbooks and other reference materials
available to students.
Keep several extra sets of student materials in
the class (i.e., pencils, paper, etc.).
Have forms readily available.
Ensure that you have the space before you
assign class projects.
Activity or Learning Areas
provide clearly defined areas separated by low
barriers (e.g., book shelves, carpet, tables, tape)
separate incompatible areas (e.g., quiet/loud,
calm/movement)
locate out of heavy traffic and traffic patterns
locate areas close to appropriate outlets (e.g., water,
electrical outlets)
provide a variety of areas (i.e., independent work,
group work, student choice)
limit number of students in an area
Display Space
What type of displays should be available in
the classroom?
What are considerations for displays?
What are some of the optional spaces in the
classroom?
Environmental Arrangement (Elem.)
Figure 3 shows how one teacher arranged a
classroom. There are quite a few potential
problems with this room arrangement. See how
many you can find and suggest one or more
ways to correct each problem.
Activity Questions (Elementary)
Examine Figure 5. Based on the room arrangement, what
activities would you expect to be common in this classroom?
What kinds of participation will be expected from students?
Picture yourself as a student in the classrooms depicted in both
Figures 3 &5. Place yourself in various areas of the room. Can
you see what you need to see? Now place yourself as a teacher
in the rooms. Can you see all students? Can you circulate
freely among desks and work areas?
Activity Questions (Elementary)
The teacher whose classroom is depicted in Figure 5
has anticipated having twenty-eight students in her
class. She has just learned that she will have at least
thirty-three at the beginning of the year. How can she
rearrange her room to accommodate the five
additional students, without losing the advantages of
the arrangement she has designed?
Programmatic: Why are Rules and
Procedures Important?
Children need to be taught what is expected
within the environment.
Provide your children with an orderly
environment and a minimum of disruptions
and wasted time.
Rules and procedures are no guarantee that
the children will act as is expected.
How are rules different from
guidelines for success?
Expectations are broadly stated…rules describe
specific behavior (observable, measurable)
Expectations apply to all people in all
settings…rules may apply to a limited number
of settings
Expectations describe the general ways that
people will behave
Rules and Procedures
Rule - Identifies general expectations or standards for
behavior.
Example: “Be respectful of others.”
Procedure - Usually applied to a specific activity and
are directed toward the accomplishment of the task.
Example: movement between centers
place your picture card in the center area
Basic Features of Classroom Rules
State rules positively--tell children what they are to
do.
Develop small number (3-5) of general rules; if
needed, have “special rules” for individual activities.
Consistent with school-wide system/expectations
Specify consequences for following, not following
each rule.
Teach these rules to children and apply rules
consistently
Implementation of Rules
Select and post the classroom rules
Teach the rules during the first 2 weeks of
school
read a posted rule
discuss and/or role play why the rule is important
explain what will happen if the rule is followed
explain what will happen if the rule is not followed
Mr. D’s Class Your Class
Rules Rules
Be Safe Sit with your chair
on all 4 legs
Be Bring your
Responsible materials to class
Be Respectful Keep your hands
and feet to your self
Deciding on which procedures to use
in the classroom.
Prioritize which structured routines are
important to you.
Task analyze appropriate steps to complete the
activity.
Remember to use monitoring techniques for
procedures in which it is necessary (e.g., going
to the bathroom, getting a drink of water).
Purpose of a schedule:
To provide the child with information about the day,
allowing him/her to anticipate the next activity
To teach the child to carry out daily activities without
teacher-delivered prompts
To facilitate interactions with peers, teachers, and
family members about what the child has been doing, or
is going to do
What do we know about a good
schedule?
Posted and adapted so that all understand
(i.e., use visuals)
Arrange schedule so activities requiring
different level of attention are alternated
Provide choice within an activity and across
the day
Individual Scheduling
Considerations
Arranging events during the day to suit an
individual student’s needs
Provide activities during the day so that
individual students can calm and re-focus
(neutralizing routines)
Provide optional “break” times
Altering cues for schedule changes based on a
child’s identified triggers
Planning for Arrival and
Transitions
General Guidelines
Engage children immediately as they enter the
transitioning area.
Include as few transitions of the entire group as
possible.
Refer to activities by name so students will
know what to expect.
Taking pictures of the activities may help students
learn the names of the activities and what will happen
in those
activities.
List a variety of strategies that can be used
to facilitate transitions?
Utilizing Staff
Arrangement
Zone vs. Student directed monitoring
Responsibilities
each member of the staff should know what he or
she should be doing at a given time – staff
meeting
all responsibilities related to paperwork, teaching
assignments, data collection, materials
preparation, etc., should be clearly defined
all responsibilities should be translated to the
daily schedule
Individual Interactions between
child and adult
Change with whom the student is interacting.
Provide the student with independent time and
individual time for attention.
Positive communication between educators and
family.
Provide opportunities for the student to interact
with a preferred adult.
Interactions between peers
Change the number of peers or who the student
is grouped with
Promote opportunities for students to get to
know each other
Peer-buddies
Cooperative Learning
Class-wide Peer tutoring
Peer mediators
