help with 303 case study 3

MINIMIZING DISTRACTIONS

WHAT A STAR SHEET IS…

A STAR (Strategies and Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

WHAT IT IS…

The strategy of minimizing distractions is arranging the physical space around a student so that this student has minimal distractions from items, equipment, or other individuals. Minimizing distractions works in tandem with maximizing access (see adjacent fact sheet) to support student learning.

WHAT THE RESEARCH AND RESOURCES SAY…

· Items (windows, doors, aquariums, etc.), equipment (computers, overhead projectors, etc.), and individuals (reading groups, adjacent peers, etc.) can be distracting (Evertson, Emmer, & Worsham, 2003).

· Preventing distractions helps to decrease misbehavior, but is even more effective when replaced by positive teacher statements (Shores, Gunter, & Jack, 1993).

· High traffic areas (water fountain, pencil sharpener, trash can, teacher’s desk, etc.) need to be arranged to avoid congestion and to minimize the distraction their use causes (Evertson, Emmer, & Worsham, 2003).

TIPS FOR IMPLEMENTATION…

· Identify potential distractions in the classroom.

· Arrange student seating to avoid these distractions.

· Move items, equipment, and/or individuals as needed to minimize distractions.

KEEP IN MIND…

· An easy way to anticipate potential distractions is to sit in each of the student seating locations prior to making seating assignments.

· Different students find different items, equipment, and individuals distracting.

· When distractions cannot be moved, they can be minimized through other means. For example, if a computer is distracting, but the only electrical/Internet connections are in that specific location, turn down the screen resolution when not in use to minimize the distraction.

EFFECTIVE ROOM ARRANGEMENT

MAXIMIZING ACCESS

WHAT A STAR SHEET IS…

A STAR (Strategies and Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

WHAT IT IS…

Maximizing access is a strategy for arranging the physical space around a student so that the student has maximized access to instruction, materials, and demonstrations and the teacher has maximized access to the student. Maximizing access works in tandem with minimizing distractions (see adjacent fact sheet) to support student learning.

WHAT THE RESEARCH AND RESOURCES SAY…

· Many studies have identified teacher interaction with students is connected to student seating location (Good & Brophy, 2000; Evertson, Emmer, & Worsham, 2003; Lambert, 1995; Shores, Gunter, & Jack, 1993). Those students seated at the front of the room and down its center (the “action zone”) are more likely to receive attention from the teacher.

· Students facing an instructional area have easier access to it; those with their backs to instruction can avoid participation (Wong & Wong, 1998).

· Effective teacher monitoring of a class requires frequent movement throughout the classroom and constant lines of sight to each student (Evertson, Emmer, & Worsham, 2003).

· The arrangement of the classroom should allow teachers access to interact with every student (Shores, Gunter, & Jack, 1993).

· Frequently used materials and equipment (pencil sharpener, texts, etc.) should be stored in easily accessible locations (Evertson, Emmer, & Worsham, 2003).

TIPS FOR IMPLEMENTATION…

· Provide a clear line of sight for students to instruction (chalkboard, overhead projector screen, demonstration table, you).

· Create a clear line of sight for you to the students.

· Arrange seating to allow you and the students to move through the classroom with ease.

KEEP IN MIND…

· An easy way to anticipate better access for students is to sit in each of the student seating locations prior to making seating assignments.

· Access can be redistributed by rearranging students in the room.

· Some students require more space (e.g., for a wheelchair) to have equitable access.

EFFECTIVE ROOM ARRANGEMENT

MATCHING ARRANGEMENT WITH LESSON PURPOSE

WHAT A STAR SHEET IS…

A STAR (Strategies and Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

WHAT IT IS…

Matching the room arrangement with lesson purpose is a strategy for arranging the classroom in a manner to support the purpose of the lesson. Lessons designed for independent work (seatwork, tests, etc.) are supported by an arrangement in rows or paired rows. Lessons designed for group work (centers, teams, etc.) are supported by an arrangement in groups.

WHAT THE RESEARCH SAYS…

· Seating arrangements should match lesson purpose (Evertson, Emmer, & Worsham, 2003; Lambert, 1995; Wong & Wong, 1998).

· Grouped seating arrangements can increase student social interaction; seating in rows can increase the quantity of independent student work completed (Lambert, 1995; Wong & Wong, 1998).

· Flexibility in room arrangement enables a variety of instructional formats to be used (whole group, small group, student pairs, and individual) (Lambert, 1995; Wong & Wong, 1998).

· Room arrangements that do not match lesson purposes can be distracting to students (Lambert, 1995).

TIPS FOR IMPLEMENTATION…

· Select the lesson purpose and format.

· Select a room arrangement that supports the lesson purpose. Consider the different arrangements below.

· Adapt your present arrangement to support the lesson purpose, or

· Arrange the room accordingly, or

· Teach students to arrange the classroom for specific lesson formats and assign the task of arranging the room to the class based on your direction. Successful student rearrangement requires practice.

KEEP IN MIND…

1. Effective lesson planning and teaching procedures for a given lesson format work in combination with matching arrangement to lesson purpose to achieve successful lesson implementation.

2. Continuous rearrangement of the classroom can be as disruptive as a mismatch of arrangement to lesson purpose. Plan your room arrangement to fit the majority of your day’s instruction and find ways to adjust this arrangement to meet other lesson purposes

EFFECTIVE ROOM ARRANGEMENT

MOVEMENT WITH EASE

WHAT A STAR SHEET IS…

A STAR (Strategies and Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

WHAT IT IS…

Movement with ease is a strategy for arranging the physical space of a classroom to insure that both the teacher and the students can move through the room without difficulty.

WHAT THE RESEARCH AND RESOURCES SAY…

· Effective teacher monitoring of a class requires frequent movement throughout the classroom and constant lines of sight to each student (Evertson, Emmer, & Worsham, 2003).

· The arrangement of the classroom should allow teachers to be able to move to interact with every student (Shores, Gunter, & Jack, 1993).

· Students need easy access to needed supplies, equipment, and materials (Evertson, Emmer, & Worsham, 2003).

· Constrained spaces increase the physical contact between individuals and the likelihood of tension (Hall, 1966/1982).

· In a study focused on classrooms with low-income African American students, researchers found that the students required movement as a part of their learning process (Ellison, Boykin, Towns, & Stokes, 2000).

TIPS FOR IMPLEMENTATION…

· Arrange the furniture and equipment in the classroom to provide walking space between and around these items as needed.

· Anticipate special circumstances that may require additional space (e.g., wheelchair use).

· Select to place frequently utilized supplies, equipment, and materials in easy-to-reach locations.

· Remove unused or unnecessary equipment and furniture from the classroom.

KEEP IN MIND…

· An easy way to anticipate movement with ease through the classroom is to try walking through all of the designated areas with the chairs placed as if students are seated in them.

· Establishing procedures for moving through the room is necessary to make a good classroom arrangement successful.

· Blocked walkways can serve as emergency exit hazards.