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Domaineartifactmanagment Notebook

This document discusses strategies for structuring the classroom space and establishing daily routines and procedures. It provides a sample classroom map layout with the teacher desk in the back of the room and student desks arranged in groups to allow for both individual and group work. A daily schedule is included with subjects and times. Routines cover greetings, materials, attendance, journals, homework questions, transitions, and clean up. Rules will be developed collaboratively with students and include respect, preparation, following directions, listening, and self-control.

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55 views

Domaineartifactmanagment Notebook

This document discusses strategies for structuring the classroom space and establishing daily routines and procedures. It provides a sample classroom map layout with the teacher desk in the back of the room and student desks arranged in groups to allow for both individual and group work. A daily schedule is included with subjects and times. Routines cover greetings, materials, attendance, journals, homework questions, transitions, and clean up. Rules will be developed collaboratively with students and include respect, preparation, following directions, listening, and self-control.

Uploaded by

api-514744621
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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SECTION 2

Tab 2
IN THIS SECTION:

 Structuring the Classroom Space (map


with rationale)

 Daily Schedule, Routines, and


Procedures

 Rules or Norms of Behavior (in addition


to how these will be introduced)

 Other
In the below picture classroom arrangement there is plenty of space allowing for students to

enter and exit as needed, and there is the opportunity for group work as well as individual. I also

think that having the teacher’s desk in the back allows the teacher to be able to watch the entire

classroom without the students being able to see where the teacher is looking like they would be

able to see if the teacher’s desk was in the front. There is room between the groups for the teacher

to walk around and help the students, as well as be in close proximity to students that need that

gentle reminder to stay on task or alter behavior. The arrangement allows the teacher the ability to

move about the classroom for any need like preventing a disruption by working the classroom and

to aid if there is some kind of emergency. Assigned seating can allow for a variety of combinations

of groups to try to get the best engagement with students as well as the possible separation of

certain students if need be. The arrangement of the desks center’s the student’s attention to the

front of the classroom, giving each student a clear view of the chalkboard/projector) In Marzano’s

text, “want a place where you can meet with a small group of students” (Marzano, p. 96). The

ability to pull certain students into a group setting is presented by having a group table set aside

allowing more specialized or independent instruction when needed.


EFFECTIVE ROOM ARRANGEMENT
MATCHING ARRANGEMENT WITH LESSON PURPOSE

What a STARSheet is…


A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched
strategy that can help you solve the case studies in this unit.
What it is…
Matching the room arrangement with lesson purpose is a strategy for arranging the classroom
in a manner to support the purpose of the lesson. Lessons designed for independent work
(seatwork, tests, etc.) are supported by an arrangement in rows or paired rows. Lessons
designed for group work (centers, teams, etc.) are supported by an arrangement in groups.
What the research says…
• Seating arrangements should match lesson purpose (Evertson, Emmer, & Worsham, 2003;
Lambert, 1995; Wong & Wong, 1998).
• Grouped seating arrangements can increase student social interaction; seating in rows can
increase the quantity of independent student work completed (Lambert, 1995; Wong & Wong,
1998).
• Flexibility in room arrangement enables a variety of instructional formats to be used (whole
group, small group, student pairs, individual) (Lambert, 1995; Wong & Wong, 1998).
• Room arrangements that do not match lesson purposes can be distracting to students (Lambert,
1995).
Tips for implementation…
• Select the lesson purpose and format.
• Select a room arrangement that supports the lesson purpose. Consider the different arrangements
below.
• Adapt your present arrangement to support the lesson purpose, or
• Arrange the room accordingly, or
• Teach students to arrange the classroom for specific lesson formats and assign the task of
arranging the room to the class based on your direction. Successful student rearrangement
requires practice.
Keep in mind…
1. Effective lesson planning and teaching procedures for a given lesson format work in combination
with matching arrangement to lesson purpose to achieve successful lesson implementation.
2. Continuous rearrangement of the classroom can be as disruptive as a mismatch of
arrangement to lesson purpose. Plan your room arrangement to fit the majority of your day’s
instruction and find ways to adjust this arrangement to meet other lesson purposes.

EFFECTIVE ROOM ARRANGEMENT


MINIMIZING DISTRACTIONS
What a STARSheet is…
A STAR (STrategies And Resources) Sheet provides you with a description of a well-
researched strategy that can help you solve the case studies in this unit.
What it is…
The strategy of minimizing distractions is arranging the physical space around a student
so that this student has minimal distractions from items, equipment, or other individuals.
Minimizing distractions works in tandem with maximizing access (see adjacent fact sheet) to
support student learning.
What the research and resources say…
• Items (windows, doors, aquariums, etc.), equipment (computers, overhead projectors, etc.), and
individuals (reading groups, adjacent peers, etc.) can be distracting (Evertson, Emmer, &
Worsham, 2003).
• Preventing distractions helps to decrease misbehavior, but is even more effective when replaced
by positive teacher statements (Shores, Gunter, & Jack, 1993).
• High traffic areas (water fountain, pencil sharpener, trash can, teacher’s desk, etc.) need to be
arranged to avoid congestion and to minimize the distraction their use causes (Evertson,
Emmer, & Worsham, 2003).
Tips for implementation…
• Identify potential distractions in the classroom.
• Arrange student seating to avoid these distractions.
• Move items, equipment, and/or individuals as needed to minimize distractions.
Keep in mind…
• An easy way to anticipate potential distractions is to sit in each of the student seating locations
prior to making seating assignments.
• Different students find different items, equipment, and individuals distracting.
• When distractions cannot be moved, they can be minimized through other means. For example, if a
computer is distracting, but the only electrical/Internet connections are in that specific location, turn
down the screen resolution when not in use to minimize the distraction.

Daily Schedule

Daily Schedule
8:30-10:15 Language Arts
10:15-10:30 Recess
10:30-11:00 Language Development/AR
11:00-11:50 Math
11:50-12:40 Lunch
12:45-1:05 Physical Education
1:05-2:05 Mathematics
2:05-2:35 History
2:35-3:05 Science
3:05-3:15 Cleanup

*This schedule is subject for change in order to accommodate test, projects, art, computer

lab, and any other important school activities.

Routines and Procedures

 Greet students at door every day

 Be sure to have daily schedule posted for all students to see

 Students are to come into class and be ready with their required materials and be ready to

take attendance and turn in any work from previous night.

 Students will have a daily journal that they will write in every morning upon coming into

class. This will give them a task to complete as soon as they settle into their seats while the

morning procedures are being addressed. This will also get them thinking and writing so

that they are ready to jump into the ELA lesson.

 Students will have time to ask questions about homework that they might have.

 Lining up to go to recess, lunch, or any other activities outside of the classroom will be

done in a quite an orderly fashion in a single file line.

 Turning in classwork and homework will be done by student numbers. (e.g. Each student

will be given a number at the beginning of year to use and write on all papers. When

turning in homework they will all stand and turn in the homework starting with the

determined number.) Turing in assignments will be just prior to a subject or activity

transition to try and limit down time.

 If a student has a request/need throughout the day, they will be expected to raise their hands

quietly and patiently.


 At the end of each day, the students will be required to clean up their desks and area and

stack their chairs. Groups/students will be dismissed based on the cleanliness of their area.
Rules or Norms of Behavior

The rules and norms of classroom behavior will be developed, implemented, and

demonstrated during the first days of school. In the text Marzano mentions “… the most effective

classroom managers don’t simply impose rules and procedures on students; they engage students
in the design” (Marzano, p. 25). The rules and norms will be discussed with the entire class so that

they can have a sense of community and give their input on what rules they think are important to

have. Once the rules have been discussed and determined we will also go over why having rules

are important. There will be certain rules that as the teacher I will implement in the class whether

the class came up with them or not. It is also important to not only give the rules but to also

explain and demonstrate the rules so that everyone clearly understand and has an example. The

following rules will definitely be part of the class:

1. Be respectful to the teacher and each other


2. Be prepared and on time
3. Follow directions
4. Listen to others before speaking; think before you speak
5. Raise your hand and do not interrupt
6. Keep your hand to yourself; think before you act

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