Scribd
Upload
18 views

Class Design

This document provides guidance on arranging a classroom. It discusses factors to consider like the number of students, room size and shape, placement of fixed items, and types of lessons planned. It recommends separating high traffic areas and ensuring all students can see and be seen by the teacher. Specific student needs like visual or motor impairments may require modifications like closer seating or wheelchair access. The optimal arrangement promotes attention, order, and makes efficient use of the space.

Uploaded by

amie mabini
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
18 views

Class Design

This document provides guidance on arranging a classroom. It discusses factors to consider like the number of students, room size and shape, placement of fixed items, and types of lessons planned. It recommends separating high traffic areas and ensuring all students can see and be seen by the teacher. Specific student needs like visual or motor impairments may require modifications like closer seating or wheelchair access. The optimal arrangement promotes attention, order, and makes efficient use of the space.

Uploaded by

amie mabini
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 25

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 Activity

Think 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,
& other
vertical
surfaces?

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 when


arranging your classroom.
Our goals are to:

Promote attention & minimize distractions


Provide structure, access, & orderliness
Make efficient use of limited space.

Things that influence our decisions include:


1.
2.
3.
4.
5.

# of students
Size and shape of room
Placement of non-moveable items
Available furniture
Types of lessons, learning formats & activities
that will ensue.

Lets look more closely at these aspects

Class Size & On-Task Behavior


Students 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 interaction


Rats & humans tend to react negatively to cramped spaces.

Architects allocate space figured primarily upon:


Funds available
Anticipated time of occupancy:
Shelters (Fallout, Tornado) 6 sq. ft. per person (short-term)
County jails: 48 sq. ft. per person

School room: 30 sq. ft. per pupil (30 x 30 = 900 sq. ft .)


Then DIVIDE by 30 students. Consider also:

Furnishings cut down on open space


The unusable space near any doors (class entry, bathroom, coat room)
The teacher hogging a large unfurnished space near the front.
6

The REAL Space-Per-Student Ratio


18 square feet for 6-7 hours of occupancy
The size of 2 phone booths.
Typical special ed room.

Influences That We Cant Avoid


What comes with the room that we must work
around, so to speak?

Shape of the room (changed by non-moveable objects)


Doors, closets & windows
Bulletin, chalk, & white boards
Height of the ceiling (How bring it down?)
Internet & cable outlets
Drinking fountains & sinks
Bathroom.

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


& activities
If 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 teacher
Individual or small group practice
or application of instruction
Reading groups
Panel discussion / Roleplaying
Learning centers. (NPR routines for centers demo)
10

Demonstration Seating

How do the two configurations compare?


Benefits of each?
.
image: IRIS Center

11

Row seating: What type of


instruction occurs in these rooms?

image: IRIS center

12

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?
image: IRIS Center

13

Rows versus Clusters:


Benefits of Each?

Wong recommends rows on the 1st day. Why?


Prevent cliques from forming; assert in-charge image

Rows: What does research tell us about which pupils


receive the most teacher attention & assistance?
Front seats & down the middle aisles

Given open choice on seating selection, where do


kids with behavior challenges tend to sit?
Back (right corner as face teacher).
14

Research on Rows Vs. Clusters


Axelrod (1979) switched students between row and
cluster seating. In which configuration were the
students on task more?
62% time on task in cluster
82% of time on task in rows.

2nd trial
63% of time on task in cluster
83% of time on task in rows
Yes, but
(Which other aspects or outcomes should also be considered?)
15

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.
16

Placement of our desk is important too

ent.
17

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)
18

4 Guidelines for Arranging Furnishings


1.

Separate high traffic areas. Areas such as?

Teachers desk
Computer stations
Group work areas
Pencil sharpeners
Trash cans
Water fountains
Pick up & drop off locations for books & papers

19

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?
20

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?
21

Common Modifications
How would you change the physical
environment (or student position inside of it) for
students whose challenges are: (Teams)
Visual
Closer or farther from board / presenter
Away from windows, lamp on desk

Motoric
Wider aisles for crutches & wheelchairs
Seat removed to create a spot for a wheelchair

Distractibility

Carrel / Booth with no decorations


Teacher attire
What should be made more vivid and stimulating?
22

An Inefficient Classroom Design


But why?

Iris Center image

23

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.

24

Developed by:
Tom McIntyre
Dept Special Ed
Hunter College, NYC
[email protected]
BehaviorAdvisor.com & BehaviorDrs.com

25

You might also like