Module 1: Organizing for Instruction

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Chapter 5

• Module 1 Organizing for Instruction
• Managing the Classroom Environment
• Dr. Lewis R. Johnson
• January 2000

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There are four variables of instruction

• Teacher your knowledge and skills
• Student you learn about this in characteristics
  class
• Curriculum the knowledge and skills to be
  taught, and
• Setting where instruction is to occur
• We have talked in general terms about setting,
  such as the model to be used to deliver services
  (Resource room, Co-teaching, and consultation)
• We will consider in some detail the specific
  characteristics of an effective classroom in
  which SE services will be delivered.

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Relationship of the four variables of instruction

• Some of these variables we can control such as
  teacher expertise and setting however some we
  cannot, such as student ability.
• The four variables are inter-related. As teachers
  we must arrange the four variables to match the
  situation. When all of the variables are in
  sync, the outcome is greater than the sum of the
  four variables. I call this instructional
  variable interaction.
• Think of it as multiplying the variables instead
  of adding.

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Rationale for optimizing the instructional
setting

• Students will have more instructional engagement
  time which increases opportunity for student
  learning.
• There is the likelihood of decreasing student
  behavior problems. Students with disabilities
  frequently dont like changes in routine.
• As a novice teacher, you will feel less stress.
  

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Elements of a positive classroom environmentor
effective instructional ecology

• Physical environment the room and the furniture
• Classroom climate attitude of teacher and
  students is very important
• Scheduling of students and instruction into SE
  classes
• Discipline Procedures and behavior expectations
• Routines for accomplishing everyday tasks
• We will examine each in detail.

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What are the five elements of a positive
classroom environment?

• Use this strategy to remember
• Pat ate sugar donuts and root beer.
• P Physical
• A Attitude
• SScheduling
• DDiscipline
• RRoutines

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Physical Environment

• There are 5 aspects of the physical environment -
  
• Teacher proximity to students and materials
  frequently used, along with the need to have all
  students in view
• Separate space for activities such as group,
  pairs and individual students. Your voice should
  not be directed to students outside of the group
  you are teaching.

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Physical Environment

• Traffic patterns are important. For example you
  should not to avoid seating students near the
  entrance to the room. Student movement to get
  paper or sharpen a pencil should not pass your
  designated quiet work areas.
• Avoid extraneous stimuli - Students should be
  positioned in the room in such a way that they
  are shielded form hall noise of you writing on
  the chalkboard.

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Physical Environment

• 5. Seating arrangements and general decor. As the
  text illustrates, some teachers make their rooms
  look like living rooms so it feels more
  comfortable. However, our goal is in part to
  assist the student to participate in the regular
  education classroom. This significant change in
  the look of the classroom may interfere with
  the student generalizing the sills taught back in
  the regular classroom.

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The 5 aspects of physical environment are?Recite
then check your answer

• Teacher proximity
• Separate space
• Traffic patterns are important
• Avoid extraneous stimuli
• Seating arrangements

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Other considerations for the physical
environment are -

• Sounds from the hall, heater, or computer
• Lighting and glare on the student desk or in the
  students face
• Carpeting
• Study carrels and strategic location of low
  bookcases for privacy and sound management
• The quality of the teachers voice
• The placement of technology
• Room for the teacher to walk around without
  turning his / her back to the class.

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Classroom climate

• This refers to the attitudes held by the teacher
  and students about -
• Learning learning new important skills, or
• Being in special education dummy class
• Managing behavior non punitive, prevention
  oriented, acceptant of the student but not of the
  misbehavior.
• Developing a sense of shared responsibility for
  learning.
• A positive classroom environment creates a sense
  of security, mutual respect.

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A summary of methods for creating a positive
classroom environment

• Make your expectations clear to the students
• Act in a manner consistent with your expectations
• Provide meaningful, functional, successful
  learning activities
• Avoid threats Avoid Thats not a treat, its a
  promise
• Demonstrate fairness Dont overreact or show
  anger
• Exhibit self-confidence (Whatever you do, dont
  cry)
• Identify and reinforce positive student
  attributes and behaviors Maintain a 41 ratio
  of positive to negative statements
• Reinforce positive behaviors in a timely manner
  (immediately
• Model expectation Do as I do, not just what I
  say
• Allow the students opportunity to critique your
  performance

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Discipline Procedures

• There are three kinds of discipline-
• 1. Preventative removing situations which could
  lead to misbehavior
• 2. Supportive nipping misbehavior in the bud
• 3. Corrective applying punishment, removing
  reinforcers,

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Expectations and Rules

• On the first day of school, you should have a
  discussion with your students and collaboratively
  develop a set of behavior expectations for
  everyone, including the teacher. Expectations are
  rules stated in a positive manner.
• Expectation Students will walk in the classroom.
• Rule Students are not permitted to run in the
  classroom.
• Be certain that the expectations are
  developmentally and linguistically appropriate
  for the students.
• Limit the number of expectations 4 or 5 is
  sufficient.

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Teaching the expected behaviors

• Many teachers expect that boys come from home
  knowing how to behave like gentlemen. This is an
  erroneous assumption!!! Even if they learn how to
  behave at home, some children with disability do
  not generalize well. Good behavior must be
  taught in the context in which you wish the
  behavior to occur.
• So you will need to teach a lesson or two on
  appropriate behavior using modeling and practice.
  

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What are the 5 elements of a positive
classroom environment? Remember Pat ate
sugar donuts and root beer

• Physical environment
• Attitude Caring classroom
• Scheduling When instruction occurs
• Discipline Expectations and consequences
• Routines How does the student expected to act
  when going to lunch?

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Scheduling instructional time

• Allocated time - The time specified in the IEP
• Actual instructional time The amount of time
  the student actually is expected to be learning.
  
• Engaged time The amount of time the student is
  listening and actively engaged in learning tasks
  which meet the students instructional needs.
• There are two critical features of engagement
  time
• The assignment must be neither too easy or too
  difficult.
• Engagement can be rated 1-10. A 1 could indicate
  listening, and a 10 could be actively listening,
  taking notes and asking clarification question.

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Scheduling instructional time

• Considerations/cautions
• Not all students need the same amount of
  allocated time.
• Engagement time is more critical than allocated
  time.
• Keep interruptions to a minimum.
• Dont schedule high concentration instruction
  during times with a high frequency of
  disruptions, such as just before lunch.
• If the dismissal bell rings at 300 pm, dont
  make a schedule for a lesson ending at 300.
• Make a daily schedule and keep it.
• Be careful that Movie time doesnt turn into
  movie day.

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Routines

• As a new teacher how can you make the best use of
  your students allocated time? (brainstorm)
• Teach and practice routines for everyday things
  like
• sharpening a pencil.
• getting a drink
• asking for help
• Getting work to start on
• (folder work or assignments on board)

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Routines

• Refer to pages 82-85 for some great ideas.
• These will not be tested using multiple choice
  format, but may be helpful in making
  recommendations in class activities.
• End of Chapter 5