To view the slide show:To view the slide show: Whenever Whenever you see a you see a redred or or greengreen punctuation punctuation mark, the slide show stops at that mark, the slide show stops at that

point. Click your mouse to continue point. Click your mouse to continue the slide showthe slide show. . (Do it now)(Do it now)

Your “Do Now” ActivityYour “Do Now” ActivityThink about the way in which you have Think about the way in which you have organized your classroom organized your classroom (or plan to do so).(or plan to do so).

What factors influenced the “What factors influenced the “looklook” of your ” of your room? room? (placement of furniture, items, rugs, etc.)(placement of furniture, items, rugs, etc.)

What “What “decorationsdecorations” are posted on the walls, ” are posted on the walls, windows,windows,closet doors,closet doors, & other& otherverticalverticalsurfaces?surfaces?

McIntyre, BehaviorAdvisor.comMcIntyre, BehaviorAdvisor.com

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How do environmental conditions How do environmental conditions vary within the same roomvary within the same room??

The The temperaturetemperature may vary. may vary.

Some kids have a better Some kids have a better viewview of the of the board or presentation area.board or presentation area.

Extraneous Extraneous noise levelsnoise levels may be may be different in different parts of the room.different in different parts of the room.

Some students have betterSome students have better

lightinglighting. Those near the. Those near the

windows receive ever-changingwindows receive ever-changing

levels of light on their desk topslevels of light on their desk tops..

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Things to consider whenThings to consider whenarranging your classroom.arranging your classroom.

Our goals are toOur goals are to::– Promote attention & minimize distractionsPromote attention & minimize distractions– Provide structure, access, & orderlinessProvide structure, access, & orderliness– Make efficient use of limited spaceMake efficient use of limited space..

Things that influence our decisions includeThings that influence our decisions include::1.1. # of students# of students

2.2. Size and shape of roomSize and shape of room

3.3. Placement of non-moveable itemsPlacement of non-moveable items

4.4. Available furnitureAvailable furniture

5.5. Types of lessons, learning formats & activitiesTypes of lessons, learning formats & activities

that will ensuethat will ensue..

Let’s look more closely at these aspectsLet’s look more closely at these aspects……

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Class Size & On-Task BehaviorClass Size & On-Task Behavior

Students in U.K., Hong Kong, & U.S. off-task more Students in U.K., Hong Kong, & U.S. off-task more in larger classes. Larger the class, the more in larger classes. Larger the class, the more teachers lectured & the less students focused on teachers lectured & the less students focused on what supposed to be doing.what supposed to be doing.

Low-achieving students especially affected by class Low-achieving students especially affected by class size; nearly twice as likely to be disengaged in a size; nearly twice as likely to be disengaged in a class of 30 compared to 15. class of 30 compared to 15.

While previous class-size studies found a threshold While previous class-size studies found a threshold for positive effects for positive effects (e.g., Had to be under 17 to have a (e.g., Had to be under 17 to have a

major impact),major impact), this study found that this study found that anyany reductions of reductions of class size were beneficial to student attentivenessclass size were beneficial to student attentiveness.. ““Students Observed to Be ‘On Task’ Less as Class Size Grows” by Debra Viadero in Students Observed to Be ‘On Task’ Less as Class Size Grows” by Debra Viadero in Education WeekEducation Week, Apr. 2, 2008 (Vol. 27, # 31, p. 9), Apr. 2, 2008 (Vol. 27, # 31, p. 9)

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The Size of the Room Affects:The Size of the Room Affects:Instructional style and methods. How soInstructional style and methods. How so??– Planning for movement Planning for movement (or lack thereof)(or lack thereof)

– Methods used Methods used (cooperative learning, moving between stations & (cooperative learning, moving between stations & learning centers, response pages taped to wall, etc.)learning centers, response pages taped to wall, etc.)

& Interpersonal interaction& Interpersonal interaction– Rats & humans tend to react negatively to cramped spaces.Rats & humans tend to react negatively to cramped spaces.

Architects allocate space figured primarily upon:Architects allocate space figured primarily upon:Funds availableFunds availableAnticipated time of occupancyAnticipated time of occupancy::Shelters Shelters (Fallout, Tornado)(Fallout, Tornado) 6 sq. ft. per person 6 sq. ft. per person (short-term)(short-term)

County jails: 48 sq. ft. per personCounty jails: 48 sq. ft. per person

– School room: 30 sq. ft. per pupil (30’ x 30’ = 900 sq. ftSchool room: 30 sq. ft. per pupil (30’ x 30’ = 900 sq. ft..))Then DIVIDE by 30 students. Consider also:Then DIVIDE by 30 students. Consider also:

– Furnishings cut down on open spaceFurnishings cut down on open space– The unusable space near any doors (class entry, bathroom, coat room)The unusable space near any doors (class entry, bathroom, coat room)– The teacher hogging a large unfurnished space near the frontThe teacher hogging a large unfurnished space near the front..

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The The REALREAL Space-Per-Student Ratio Space-Per-Student Ratio

18 square feet for 6-7 hours of occupancy18 square feet for 6-7 hours of occupancy

The size of 2 phone boothsThe size of 2 phone booths..

Typical special ed roomTypical special ed room..

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Influences That We Can’t AvoidInfluences That We Can’t AvoidWhat comes with the room that we must “What comes with the room that we must “work work aroundaround”, so to speak”, so to speak??– Shape of the room (changed by non-moveable objects)Shape of the room (changed by non-moveable objects)– Doors, closets & windowsDoors, closets & windows– Bulletin, chalk, & white boardsBulletin, chalk, & white boards– Height of the ceiling (How bring it down?)Height of the ceiling (How bring it down?)– Internet & cable outletsInternet & cable outlets– Drinking fountains & sinksDrinking fountains & sinks– BathroomBathroom..

Despite having no control over the size and Despite having no control over the size and configuration of the room, assure that:configuration of the room, assure that:--There are no large unoccupied spacesThere are no large unoccupied spaces (Gallagher)(Gallagher)

-The teacher can move to offer assistance to everyone.-The teacher can move to offer assistance to everyone.-Students can move without disturbing others-Students can move without disturbing others..

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Immoveable ObjectsImmoveable Objects

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Types of lessons, learning formatsTypes of lessons, learning formats& activities& activities

If enough space, arrange for the various types of If enough space, arrange for the various types of groupings & learning formats that you’ll be utilizing. groupings & learning formats that you’ll be utilizing. Among your learning format options are… Among your learning format options are…??– Full class presentations by the teacherFull class presentations by the teacher– Individual or small group practiceIndividual or small group practice

or application of instructionor application of instruction– Reading groupsReading groups– Panel discussion / RoleplayingPanel discussion / Roleplaying– Learning centersLearning centers. . (NPR routines for centers demo)(NPR routines for centers demo)

image: IRIS Centerimage: IRIS Center 1111

Demonstration SeatingDemonstration Seating

How do the two configurations compareHow do the two configurations compare?? Benefits of eachBenefits of each?? ..

image: IRIS centerimage: IRIS center 1212

Row seating: What type of Row seating: What type of

instruction occurs in these roomsinstruction occurs in these rooms??

image: IRIS Centerimage: IRIS Center 1313

Cluster SeatingCluster Seating

Top Row:Top Row:Why the angle alignment to board?Why the angle alignment to board?Why 6 kids at one cluster?Why 6 kids at one cluster?How do you decide which pupils sit together?How do you decide which pupils sit together?

Bottom Row:Bottom Row:What’s the benefit of the 1What’s the benefit of the 1stst one in comparison with the 2nd one in comparison with the 2nd??

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Rows versus Clusters:Rows versus Clusters:Benefits of EachBenefits of Each??

Wong recommends rows on the 1Wong recommends rows on the 1stst day. Why day. Why??– Prevent cliques from forming; assert in-charge imagePrevent cliques from forming; assert in-charge image

Rows: What does research tell us about which Rows: What does research tell us about which pupils receive the most teacher attention & pupils receive the most teacher attention & assistanceassistance??– Front seats & down the middle aislesFront seats & down the middle aisles

Given open choice on seating selection, where do Given open choice on seating selection, where do kids with behavior challenges tend to sitkids with behavior challenges tend to sit??– Back (right corner as face teacher)Back (right corner as face teacher)..

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Research on Rows Vs. ClustersResearch on Rows Vs. ClustersAxelrod Axelrod (1979)(1979) switched students between row and switched students between row and cluster seating. In which configuration were the cluster seating. In which configuration were the students on task morestudents on task more??

62% time on task in cluster62% time on task in cluster

82% of time on task in rows82% of time on task in rows..

22ndnd trial trial63% of time on task in cluster63% of time on task in cluster

83% of time on task in rows83% of time on task in rows

Yes, but…Yes, but…(Which other aspects or outcomes should also be considered(Which other aspects or outcomes should also be considered??))

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Rows versus Tables Rows versus Tables (for EBD with LD)(for EBD with LD)

Wheldall & Lam Wheldall & Lam (1987, Acad. Ther.)(1987, Acad. Ther.) changed seating changed seating of three classes every two weeks of three classes every two weeks (2 times in each (2 times in each

condition)condition). Which condition produced more on-. Which condition produced more on-task behaviortask behavior??

Tables: 35%Tables: 35%

Rows: 70%Rows: 70%..

Less disruptive behavior while in rows.Less disruptive behavior while in rows.

Teachers uttered more positive commentary Teachers uttered more positive commentary (and reduced negative feedback)(and reduced negative feedback) while students were while students were seated in rowsseated in rows..

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Placement of our desk is important tooPlacement of our desk is important too

ent.”ent.”

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Old-school, but an “Old-school, but an “efficient efficient classroomclassroom”. Why?”. Why?

What sort of instruction/activities probably occur?What sort of instruction/activities probably occur?The teacher planned for 28 students. Now s/he is The teacher planned for 28 students. Now s/he is told that there will be 33 learners at the start of the told that there will be 33 learners at the start of the term. How can s/he fit 5 more pupilsterm. How can s/he fit 5 more pupils? ? (image: IRIS Center)(image: IRIS Center)

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4 Guidelines for Arranging Furnishings4 Guidelines for Arranging Furnishings

1.1. Separate “high traffic” areas. Areas such as…Separate “high traffic” areas. Areas such as…??– Teacher’s deskTeacher’s desk– Computer stationsComputer stations– Group work areasGroup work areas– Pencil sharpenersPencil sharpeners– Trash cansTrash cans– Water fountainsWater fountains– Pick up & drop off locations for books & papersPick up & drop off locations for books & papers

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2.2. Before the students arrive, stand in different parts of Before the students arrive, stand in different parts of the room to be sure that you’ll be able to see all of the room to be sure that you’ll be able to see all of your students.your students.

What sorts of things might interfere with a clear What sorts of things might interfere with a clear field of vision to all students from all placesfield of vision to all students from all places??

What is the best way to positionWhat is the best way to position

yourself when assisting a studentyourself when assisting a student??

Which way do you face and whyWhich way do you face and why??

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3.3. Be sure that all of your students can see you as you Be sure that all of your students can see you as you instruct. Do so by…instruct. Do so by…??

Sitting in their seats and slouching downSitting in their seats and slouching down..

4.4. Keep frequently used material easily accessible Keep frequently used material easily accessible..

Examples of frequently used materials &Examples of frequently used materials &

how you keep them accessiblehow you keep them accessible??

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

MotoricMotoric– Wider aisles for crutches & wheelchairsWider aisles for crutches & wheelchairs– Seat removed to create a spot for a wheelchairSeat removed to create a spot for a wheelchair

DistractibilityDistractibility– Carrel / Booth with no decorationsCarrel / Booth with no decorations– Teacher attire…Teacher attire…– What should be made more vivid and stimulatingWhat should be made more vivid and stimulating??

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An Inefficient Classroom Design… An Inefficient Classroom Design…

But whyBut why??

Iris Center imageIris Center image

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In your teams, read the page describing 4 In your teams, read the page describing 4 students: Robert, Latisha, Helen, and Paulo.students: Robert, Latisha, Helen, and Paulo.Devise a seating arrangement that meets their Devise a seating arrangement that meets their needs & addresses their described characteristics.needs & addresses their described characteristics.

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Developed by:Developed by:Tom McIntyreTom McIntyreDept Special EdDept Special EdHunter College, NYCHunter College, NYCThomas.mcintyre@hunter.cuny.eduThomas.mcintyre@hunter.cuny.eduBehaviorAdvisor.com & BehaviorDrs.comBehaviorAdvisor.com & BehaviorDrs.com