Structure classroom space

The physical arrangement of the furniture, supplies and resources in a classroom is a critical factor in promoting positive behaviour. In a well-designed classroom, the teacher can see all of the students and they can all see the teacher. The students can also see presentations and displays such as agendas, behavioural expectations, strategy posters and information on the board. Everyone can move about freely. High-traffic areas run smoothly without congestion.

Also, materials are easily accessible and stored in an orderly way. Organizing materials so they are easy to identify and easy to access can go a long way towards lowering frustrations, avoiding misunderstandings and making the best use of instructional time.

A well-designed classroom:

• is strategically planned for teacher and student movement
• supports classroom procedures for individual and group instruction
• facilitates the teacher’s efforts to make contact with individual students while also “working the crowd”
• considers the individual needs of students and fosters a sense of security
• minimizes distractions and encourages increased time on task
• makes students feel they have equal access to the teacher
• reduces frustrations for both students and teacher.

Sample strategies for organizing materials

• Ensure that students have their names prominently displayed on all personal supplies.
• Organize desks or lockers with labels and designated places for certain items.
• Establish a regular time for all students to clean and organize their desks and lockers. Some students may benefit from a visual “map” or picture of an organized desk or locker.
• Encourage students to use folders and binders with different colours or labels to separate work or materials for each class and/or subject.
• Encourage students to use pocket folders with new work on one side and graded work and class notes on the other.
• Teach students to ask themselves before each transition, “Do I have everything I need?”
• Be prepared to supply extra copies of misplaced handouts or materials.

Plan for movement

When students are able to move around the room naturally and purposefully, they feel less anxious, more alert and in some cases more relaxed. Students who can move around during class are better able to learn. Students have varying needs for movement but most will become restless or uncomfortable if seated for more than 20 minutes at a time. Even a 60-second movement break at regular intervals can help them refocus.

Sample strategies for creating opportunities for movement

• Use active responses as part of instructional activities.
  For example, students may turn and talk with a partner, stand up to indicate agreement or move to different parts of the room to use materials. Allow students to work at different stations such as at a large table, the board, an easel or chart paper on a wall.

• Look for nondistracting ways for students to move while working at their desks.
  For example, replace a student’s chair with a large ball. Students may bounce gently at their desks while working. Small inflatable seat cushions can also allow students to move without distracting others. Some students may find it helpful to stand while working at their desks. Others may work better sitting at a counter or on a stool.

• Provide individual students with fidget toys.
  For example, they can keep a squeeze ball, eraser or wooden beads in their pockets to use quietly as needed.

• Provide stretch or movement breaks as needed, or make them part of the classroom routine.
  Arrange an area in the classroom where students can move around without distracting others. Give students the option of going to this area when they need a stretch break.

• Ask students who find it difficult to sit for long periods to do regular errands.
  For example, these students could pass out papers or put materials away. Older students might find it more comfortable and/or age-appropriate to deliver materials to the office or the library.

• Establish an “I need a break” card system.
  If an individual student often needs a break, consider setting up a system of printed signal cards. This strategy requires teamwork and planning. For example:
  1. Individual students keep a specific number of file cards at their desks that say, “I need a break.”
  2. The student places a card on his or her desk to signal the teacher.
  3. The teacher acknowledges the request and, if the time is appropriate, exchanges the request card for a card that says something like, “Lee needs a five-minute break.”
  4. The student carries this card to the office or library and gives it to an adult such as the school secretary or librarian.
  5. The student spends the next five minutes engaging in a prearranged relaxing activity such as working on a puzzle or looking at a favourite book.
  6. When the time is up, the supervising adult thanks the student for the visit, comments on positive behaviour and gives the student a card to return to the classroom teacher. The card might say something like, “I enjoyed having Lee come to the office for a five-minute break.”
  Students could receive a set number of “I need a break” cards at the beginning of the school day (e.g., one to four) and be responsible for planning when they will use them.

• Ensure that students go out at recess and participate in daily physical activities.
  Students need physical activity to expend excess energy and restlessness. If a student has difficulty handling the stimulation of leaving the room with the whole group, consider delaying his or her exit until a minute or two after the other students have left.

• Have some students rehearse before recess or other activities.
  If individual students find it difficult to manage recess or other less-structured activities, have them take a few minutes to rehearse. For example, just before recess the student can talk through these types of planning questions with a teacher, teacher assistant or a peer.
  1. Who are you going to play with at recess?
  2. What kind of activity are you going to do?
  3. If you have difficulty, what will you do?