Physical Arrangement of an Effective Classroom
The organization of a classroom can set the tone for the entire school year, that's why it's so important for teachers to utilize the space they have in the most effective way. The teaching/learning space should ultimately reflect the needs of the students as well as the teaching strategies of the teacher. Students should be arranged in a way that encourages learning and collaboration but also doesn't take away from individual work. Materials should be organized and easy to access to avoid taking away from instructional time. Some classrooms may also include special areas such as a brain break space, group work, or reward space. It's important that these spaces serve the purpose they are meant to serve and do not take away from the overall learning experience of the rest of the students.
This video shows how the right set up can make all the difference!
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Large Group - This is the most commonly used instructional arrangement in general education classrooms. Typically desks are setup in rows and lecture is the main method for teaching in this arrangement. Large group is a way to convey lots of information and establish a common ground for learning
Small Group - How a teacher sets up small groups is critical to insure that all children succeed. In developing the small group, teachers should keep in mind group size and children’s abilities. Small group allows for immediate feedback, collaboration, hands-on learning, and the ability to individualize learning for all students.
One Student with Teacher- One on one teaching/learning allows for a completely individualized learning experience. The teacher and student will be able to build a strong trusting relationship and lessons will be based on the current level of the student. One of the cons of this type of teaching is the lack of socialization and collaboration with other students.
Adult Helpers with Students - Adult helpers provide the support some students need to be successful in the class. They also allow for the teacher to be able to focus on the class as a whole instead of giving all of their attention to one student. One of the most important parts of this arrangement is that the teacher communicates with the helper and makes his/her expectations of the helper as well as the student clear.
Peer Tutoring - Students work in pairs to master academic skills or content. Peer tutoring can involve partners who are the same age or different ages. Peer tutoring increases practice, responding, and feedback for students, and often results in increased student motivation and achievement.
Cooperative Learning - requires teachers to structure cooperative interdependence among the students. Cooperative learning should focus on positive interdependence, individual accountability, face-to-face interaction, interpersonal and small group social skills, and group processing.
Small Group - How a teacher sets up small groups is critical to insure that all children succeed. In developing the small group, teachers should keep in mind group size and children’s abilities. Small group allows for immediate feedback, collaboration, hands-on learning, and the ability to individualize learning for all students.
One Student with Teacher- One on one teaching/learning allows for a completely individualized learning experience. The teacher and student will be able to build a strong trusting relationship and lessons will be based on the current level of the student. One of the cons of this type of teaching is the lack of socialization and collaboration with other students.
Adult Helpers with Students - Adult helpers provide the support some students need to be successful in the class. They also allow for the teacher to be able to focus on the class as a whole instead of giving all of their attention to one student. One of the most important parts of this arrangement is that the teacher communicates with the helper and makes his/her expectations of the helper as well as the student clear.
Peer Tutoring - Students work in pairs to master academic skills or content. Peer tutoring can involve partners who are the same age or different ages. Peer tutoring increases practice, responding, and feedback for students, and often results in increased student motivation and achievement.
Cooperative Learning - requires teachers to structure cooperative interdependence among the students. Cooperative learning should focus on positive interdependence, individual accountability, face-to-face interaction, interpersonal and small group social skills, and group processing.
Seatwork Activities - Tasks to be done by students while sitting at their desks in the classroom. This is part of almost every school day in almost every elementary classroom. In elementary classrooms, most of the seatwork is done during reading/language. Seatwork serves an important management function and allows teachers to focus their attention on groups or individual children with varying needs and abilities.
Self-Correcting Materials - provide students an independent practice activity that includes multiple response opportunities while also including a way for students to self-check their responses. Flashcards are a common example of self-correcting materials.
Self-Correcting Materials - provide students an independent practice activity that includes multiple response opportunities while also including a way for students to self-check their responses. Flashcards are a common example of self-correcting materials.
Instructional Games - Provide a fun learning activity that students will enjoy. There are many free resources that teachers can use to implement instructional games into the classroom.
Technological Tools - Technology plays a large role in our current society and will only continue to grow. Allowing access to various technological tools will prepare students for the future as well as provide them with the creative outlets they may need.
Homework - Provides practice to students on important subject information and teaches responsibility as well as time management.
Technological Tools - Technology plays a large role in our current society and will only continue to grow. Allowing access to various technological tools will prepare students for the future as well as provide them with the creative outlets they may need.
Homework - Provides practice to students on important subject information and teaches responsibility as well as time management.
Scheduling Instruction in the Classroom - Elementary Level
Scheduling instruction in the classroom is an important step in creating an effective classroom. Having a schedule allows the teacher to stay on task and provides the students with an idea of what to expect for that day. Schedules are also great to use with students with special needs as they allow for smoother transitions throughout the day. Schedules in the general education room can be as simple as writing them on the board daily or having a more permanent version such as what time specific subjects begin and end. In a resource or special education room daily schedules may need to be more specific and include visuals to better serve the student.
Below are several examples of ways to schedule instruction in the general and special education classrooms.
References
Alyssa. (2015, September 12). Visual Schedules for Students with Autism. Retrieved from Simply Special Ed: https://simplyspecialed.com/?s=schedules
Alyssa. (2016, Novemeber 1). Balancing your Daily Schedule. Retrieved from Simply Special Ed: https://simplyspecialed.com/2016/11/01/balancing-your-daily-schedule/
Butorac, C. (2015, January 18). The Best Structured Resource Room Ever! Retrieved from YouTube: https://youtu.be/ifsOoIh3bUM
Cunningham, P. M. (1991, April). Making Seatwork Work. Retrieved from Reading Horizons: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1624&context=reading_horizons
Scruggs, T. (2010, December 10). Peer Tutoring Strategies. Retrieved from education.com: https://www.education.com/reference/article/peer-tutoring/
Starting Point. (2017). What is Cooperative Learning? Retrieved from Starting Point- Teaching Entry Level Geoscience: http://serc.carleton.edu/introgeo/cooperative/whatis.html
TeacherVision. (2016). Creating an Effective Physical Classroom Environment. Retrieved from TeacherVision: https://www.teachervision.com/classroom-management/creating-effective-physical-classroom-environment
The University of Sheffield . (2017). Small Group Teaching. Retrieved from Learning and Teaching Services: http://www.shef.ac.uk/lets/toolkit/teaching/smallgroup
Alyssa. (2016, Novemeber 1). Balancing your Daily Schedule. Retrieved from Simply Special Ed: https://simplyspecialed.com/2016/11/01/balancing-your-daily-schedule/
Butorac, C. (2015, January 18). The Best Structured Resource Room Ever! Retrieved from YouTube: https://youtu.be/ifsOoIh3bUM
Cunningham, P. M. (1991, April). Making Seatwork Work. Retrieved from Reading Horizons: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1624&context=reading_horizons
Scruggs, T. (2010, December 10). Peer Tutoring Strategies. Retrieved from education.com: https://www.education.com/reference/article/peer-tutoring/
Starting Point. (2017). What is Cooperative Learning? Retrieved from Starting Point- Teaching Entry Level Geoscience: http://serc.carleton.edu/introgeo/cooperative/whatis.html
TeacherVision. (2016). Creating an Effective Physical Classroom Environment. Retrieved from TeacherVision: https://www.teachervision.com/classroom-management/creating-effective-physical-classroom-environment
The University of Sheffield . (2017). Small Group Teaching. Retrieved from Learning and Teaching Services: http://www.shef.ac.uk/lets/toolkit/teaching/smallgroup