© 2014 Texas Education Agency / The University of Texas System Explicit Instruction for Diverse Learners Classroom Organization Adapted with permission

© 2014 Texas Education Agency / The University of Texas System

Explicit Instruction for Diverse Learners

Classroom Organization

Adapted with permission from Anita Archer’s Explicit Instruction Trainers Academy

© 2014 Texas Education Agency / The University of Texas System 2

Institute Outline

Day 1• Foundations• Lesson Design• Classroom Organization• Instructional Delivery

Day 2• Responsive Literacy

Instruction• Planning for Tier I

Instruction• Planning for Tiers II and

III Instruction• Conclusion


Session Objectives• Organize classroom space to support explicit

instruction.• Select or create classroom goals and rules.• Introduce routines and procedures to support

effective and efficient instruction.• Keep students actively engaged.

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Classroom Climate“The real test comes during the performance. Never forget that you are the one who enhances the climate in your classroom every day—through your smile, your body language, your polite words, your kind acts, your enthusiasm for teaching, and your dedication to your students. In all these ways, you make your classroom climate both orderly and positive.”

Anita Archer, p. 130

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Classroom Organization Motto:Space communicates.

• Create an orderly learning environment that sets the stage for orderly behavior.

• Create a pleasant climate for you and your students.

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Organize the physical space:• Whole class instruction• Small group instruction• Independent work• Bulletin boards• Wall posters• Technology• Bookcases

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Arrange space so that:• students face the teacher without turning

around; • the teacher has close proximity to students;• students can interact with a partner and/or

team; and• the teacher can see all areas of the room.

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Arrange space so that:• the teacher can easily monitor all areas;• the teacher and students can move easily

around the room; • the teacher can access necessary

instructional materials; and• students can access necessary materials.

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Paired Rows

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Slanted Rows

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Slanted Tables

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Double U

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Double E

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Elementary Seating Assignments• Self-contained: Put student names on desks. • Departmentalized:– Number the desks.– Make a seating chart that shows the desks, desk

numbers, and the name of the student sitting at each desk.

– Assign seats.

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Secondary Seating Assignments• Number the desks.• Make a seating chart that shows the desks, desk

numbers, and the name of the student sitting at each desk.

• Give students a copy of the seating chart and have them keep it to learn their classmates’ names.

• Assign seats.14b


Classroom Organization Motto:Space communicates.Physical Organization: Elementary Classroom1. Examine the example and note the desirable

qualities of the classroom. 2. Examine the non-example and record

suggestions you would make.

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15a


Classroom Organization Motto:Space communicates.Physical Organization: Secondary Classroom1. Examine the example and note the desirable

qualities of the classroom. 2. Examine the non-example and record

suggestions you would make.

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15b


Classroom Goals and Rules Motto

What you expect = What you get

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Classroom Goals and Rules Motto:What you expect = What you get

• Analogy– Goal: Drivers should be courteous.– Rules: • The speed limit is 65 mph.• Stop for pedestrians in a crosswalk.

• Goals reflect values you hold for students.• Goals are more global than rules.

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Classroom Goals and Rules Motto:What you expect = What you getRules:• are few in number;• state desired behavior in a positive manner;• are short and simple and begin with a verb;

and• define behaviors clearly.

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Classroom Goals and Rules Motto:What you expect = What you get

• Post rules.• Introduce rules. • Teach lessons on individual rules.• Review rules.• Act as if you expect desired behaviors.

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120


Classroom Routines and Procedures Motto

Predictability predicts ability.

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Classroom Routines and Procedures Motto:Predictability predicts ability.

1. Determine situations where a routine or procedure is needed.

2. For each situation, outline the routine or procedure.

3. Teach the most important routines or procedures first.

4. Review routines or procedures as needed.

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122


Classroom Routines and Procedures Motto:Predictability predicts ability.Situation: Movement into an elementary classroom

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Classroom Routines and Procedures Motto:Predictability predicts ability.Situation: Movement into a secondary classroom

22b

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Situation: Movement out of an elementary classroom

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Situation: Movement out of a secondary classroom

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Situation: _________________________

1. Determine situations where a routine or procedure is needed.

2. For each situation, outline the routine or procedure.

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Classroom Routines and Procedures Motto:Predictability predicts ability. 122

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Situation: Working with a partner

Looks Like Sounds LikeYou are:

• looking at your partner;• leaning toward your

partner;• smiling (pleasant face); and• on-task.

You are:• whispering;• giving positive praise;• encouraging; and• on-task.

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Example: Delivering oral presentationsLooks Like Sounds Like

You are:• standing in front of the class;• facing your classmates;• smiling; and• prepared.

You are:• presenting information with

clarity;• talking with expression and

enthusiasm;• using a voice that is easy to

hear; and• answering questions.

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Situation: ___________

Looks Like Sounds Like

You are: You are:

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122


Active Engagement Motto

Avoid the void, for they will fill it.

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Active Engagement Motto:Avoid the void, for they will fill it.

Buffer activities are:• activities that students can do when their

work is completed;• done quietly; and• completed independently.

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When you are finished with your work:• check it for completion, accuracy, and neatness;• correct it with a key if available;• work on other assignments that are due today or in the

near future; or• select one of these activities:– Read a book.– Study your spelling words.– Complete a “bonus” assignment.– Assist your partner or others if help is requested.

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30b

When you are finished with your work:• check it for completion, accuracy, and neatness;• correct it with a key if available;• work on other assignments that are due today or in the

near future; or• select one of these activities:– Read a book.– Study your vocabulary words.– Complete a “bonus” assignment.– Assist your partner or others if help is requested.



Sponge activities:• can be used when you have a few moments;• are short;• require no materials or special preparation;• reinforce content;• are easy for all students; and• are FUN, FUN, FUN!

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• Categories: I will say a category along with a few items in that category, and then you will add your example.

• Telephone Number: Rearrange the numbers of someone’s telephone number to make the largest number possible.

• Fortunately, Unfortunately: I will start the story. Be ready to add to it. “Fortunately. . . Unfortunately. . .”

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“Teaching is the most powerful of interventions.”

Archer & Hughes

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Documents

© 2014 Texas Education Agency / The University of Texas System Explicit Instruction for Diverse Learners Classroom Organization Adapted with permission