Room Design Scenario
Assignment
2
Minimizing Distractions
In this setting, there are a variety of things going on in this classroom while students are trying to
finish a group project. In this setting, a student named Leila is identified as having a challenging
time staying focused and on task. Since these distractors are taking place Leila is unable to
complete her assignments. Some distractors that I noticed in this setting that is hindering Leila is
the crowded area. In this crowded area there are students playing back row basketball games,
two students are playing civil war computer games, and two other students are playing math
games. Along with this another student is being the runner for the group swapping out games
across the room. Leila’s desk is near the back of the room where all these distractions are taking
place. The first distraction that is hindering Leila is the basketball game that is taking place.
Students are supposed to be working on an assignment and when students are playing a
basketball game that can be distracting to anyone. The basketball game could be causing ruckus
and unnecessary noise.
The next distractor is the students playing computer games. In the setting it is not
mentioned if students are using headphones for these games. Games can be loud and produce
noise that can distract someone trying to concentrate. Even if students are wearing headphones,
they are in pairs. There could be irrelevant talk and discussion about these games coming from 4
students. The last distractor is the runner student fetching the new games. This runner is going
across the classroom to exchange games. This can be distracting for Leila because the student is
constantly going across the room, asking the students what new games to collect, etc. On top of
these distractions taking place, they are all in one crowded area right behind Leila.
Room Design Scenario
Assignment
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This area is distracting and is causing attention to be taken away from Leila’s assignment.
Leila is getting up and visiting friends as well. This could be since her mind is not focused on her
task and hand due to the distraction of the noise coming from the basketball game being played.
Since she is unable to focus it may seem necessary to her to visit with friends since she cannot
complete her task. Research says that “Such a definition implies that children subjectively
perceive or feel an incompatibility between the noise and their task, which is different to
experimental studies in which the noise is specifically designed to be irrelevant. In the
classroom, children are engaged in learning activities most of the time. They report that noise is
most annoying when they are doing an exam or a test, when they are highly engaged in their
work (Connolly et al., 2013).” (Massonnié, J.,2020) In the setting Leila is trying to focus on her
work by covering her ears. From the setting she is obviously annoyed by the noise and is trying
to help by covering her ears to stay focused.
Another distractor that is hindering Leila is the technology station where students are
playing games on the computer. As mentioned, students could be causing ruckus playing the
games either the sound coming from the games or simply having off task discussion and
behavior. Students are often drawn to technology. Technology plays a significant role in our
daily lives. These nearby uses of technology can be distracting to students because of the lack of
motivation to complete their work due to the compel of wanting to participate in technology or
simply the off-task behavior that is taking place with these computer games. Research says that
even peer participation in technology nearby can be distracting to others. “Furthermore,
students seated nearby classmates using laptops for off-task purposes can become
distracted and have their learning and academic achievement hindered (Sana, Weston,
and Cepeda 2013).” (Flanigan,2020)
Room Design Scenario
Assignment
4
The last distraction that is hindering Leila is the movement of her peer moving
across the room to collect new games. This movement is distracting Leila while she is
trying to focus on her assignment. “Although reducing a student’s inappropriate behaviors is
not always correlated with an increase in that student’s learning (Heering & Wilder, 2006; Lentz,
1988; Winett & Winkler, 1972), disruptive classroom behaviors can have a detrimental influence
on classmates’ learning.” (Watson,2016) These disturbances in Leila's learning could be
detrimental to her success if they are not prevented.
Leila’s success and the rest of the students’ success would be a top priority for me. Other
students may be struggling with staying on task as well, but their struggle may not be as evident
as Leila’s. The best way to minimize distractions in the classroom is to be proactive with
classroom management. The teacher must set the rules in place at the beginning of the school
year. That should not be the last time that students hear these rules. They should be reinforced
when giving instructions as well. This creates an understanding for students of what is expected
of them and what follows if students do not abide by these rules.
Another way to support student learning is by helping students by supporting social
feelings by promoting positive feelings about the student. Doing this can help support students in
creating a positive relationship between the student and teacher. Creating this relationship will
help students respect the rules that the teacher establishes. “However, teachers who have a focus
on pro-social values, cooperation and being supportive can improve students’ behaviors and
attitudes towards the school (Christle et al. 2007; Jessor et al. 1998; Koth et al. 2008), and even
promote a healthy development among children at risk (Sabol and Pianta 2012).”
(Ingemarson,2020) This can create a positive relationship that can alter the way that students
view school.
Room Design Scenario
Assignment
5
Maximizing Instructional Access
One hinderance in the setting that is affecting Leila is a lack of authority. That is evident
in the setting. The way that students are working on their project, there are many distractions and
lots of off-task behavior. One example of this hinderance in the setting is the area close to Leila’s
desk. This is the crowded area and the areas surrounding it that are creating distraction.
Another hindrance that could be a part of Leila’s ability to complete her task is her
getting up often to visit friends. This could be due to lack of materials or instructions. Leila could
be getting up to get help from some of her friends if she is missing something from the
assignment. This could be distracting to Leila, instead of concentrating on her assignment she is
getting up to ask friends for help.
One of Leila’s hinderance is lack of authority. When students create a positive
relationship with students then they are more likely to follow instructions from teachers.
Teachers can provide supportive instruction to help students achieve their highest success in the
classroom. There must be trust built first for students to respect and want to learn. According to
research “When pupils see the teacher’s power as legitimate, they are likely to give their consent
to obey. When they do not see it as legitimate, the tension between teacher and pupils is likely to
be greater.” When tension is created between student and teacher this can make the learning
process more difficult. One solution to help this hinderance is for the teacher to make it
intentional to create a relationship with all students.
Another hindrance is lack of materials and instruction. This is hindering Leila because
she is having to move around and talk to friends about the assignment. Then possibly once she
gets up to ask about assignment off task conversation could occur. This could also mean that
Room Design Scenario
Assignment
6
Leila and the other students are not engaged in the assignment they are doing. This could mean
that they are bored. The teacher could consider differentiating the assignments and instruction to
create a more engaging assignment. According to research “Without the opportunity to practice,
make mistakes, and receive high-quality corrective feedback, students cannot learn new things
(Hattie & Timperley, 2007; Metcalfe & Kornell, 2007).” (Donaldson, 2019) All of these
important aspects to create powerful and effective instruction are important in the learning
process. Students need feedback and corrective learning to be able to apply their knowledge to
assignments and can correct things in their work. The teacher should remember SCRIP when
giving instructions as remembering the “R” in SCRIP.
Reflective Practice in SCRIP stands for faithfulness. Teachers should remember their
faithfulness to their job to reflect on their practice when teaching.
Matching Desk Arrangement to Instruction
The problem of the arrangement of the desk that pertains to the instruction of Leila is
where Leila’s desk is in the room. Leila’s desk is towards the back of the room. If Leila is having
trouble completing assignments in the back of the room, then moving her desk closer to the front
may help her. In the setting, she is having a challenging time completing assignments and
staying focused. Moving her to the front of the room may help her stay focused and allow her to
feel more comfortable approaching the teacher for help. According to research the seating of a
student can make a dramatic difference in their learning abilities. These can include peers, the
way seats are arranged, where they are located, etc. Finding the correct and appropriate location
for students within the classroom is necessary. “As described above, classroom arrangement
significantly influences students’ behavior (Wannarka & Ruhl, 2008); in addition, it has been
Room Design Scenario
Assignment
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hypothesized that classroom arrangement impacts achievement (Cheryan, Ziegler, Plaut, &
Meltzoff, 2014; Pace & Price, 2005).” (Tobia,2022)
When taking all these items into consideration the success of Leila completing her
assignments should change. The teacher should exhaust all costs to problem solve what will be
best for Leila. The teacher could even use encouragement to motivate Leila to help boost her
confidence. The teacher can use Christ like encouragement to show Leila love and peace about
schoolwork. Philippians 4:6-7 says “Do not be anxious about anything, but in every situation, by
prayer and petition, with thanksgiving, present your requests to God. And the peace of God,
which transcends all understanding, will guard your hearts and your minds in Christ Jesus.”
(NIV, Philippians 4:6-7) Remembering this verse and SCRIP will help teachers create the best
learning environment possible for all students.
Room Design Scenario
Assignment
8
Reference Page
Donaldson, M. (2019). Harnessing the power of fantastic attempts: Kindergarten teacher
perspectives on student mistakes. The Journal of Educational Research, 112(4), 535–549.
https://doi.org/10.1080/00220671.2019.1598329
Flanigan, A. E., & Babchuk, W. A. (2020). Digital distraction in the classroom: Exploring
instructor perceptions and reactions. Teaching in Higher Education, 27(3), 352–370.
https://doi.org/10.1080/13562517.2020.1724937
Ingemarson, M., Ingvar, R., Bodin, M., & Birgegård Andreas. (2020). Teacher’s use of praise,
clarity of school rules and classroom climate: comparing classroom compositions in terms
of disruptive students. Social Psychology of Education : An International Journal, 23(1),
217-232. https://doi.org/10.1007/s11218-019-09520-7
Massonnié, J., Frasseto, P., Mareschal, D., & Kirkham, N. Z. (2022). Learning in Noisy
Classrooms: Children’s Reports of Annoyance and Distraction from Noise are Associated
with Individual Differences in Mind-Wandering and Switching skills. Environment and
Behavior, 54(1), 58–88. https://doi.org/10.1177/0013916520950277
New International Version (2022) Bible Gateway. (Original work published 1978)
Tobia, V., Sacchi, S., Cerina, V. et al. The influence of classroom seating arrangement on
children’s cognitive processes in primary school: the role of individual variables. Curr
Psychol 41, 6522–6533 (2022). https://doi-org.ezproxy.liberty.edu/10.1007/s12144-020-
01154-9
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Assignment
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Watson, T. L., Skinner, C. H., Skinner, A. L., Cazzell, S., Aspiranti, K. B., Moore, T., &
Coleman, M. B. (2016). Preventing disruptive behavior via classroom management.
Behavior Modification, 40(4), 518–540. https://doi.org/10.1177/0145445515626890
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