Cc 4) 2) 3) Classroom Arrangement Wall space, bulletin boards, and ceiling space Wall space and bulletin boards provide extra areas to display rules, procedures, assigned duties, calendar, clock, schedule, menu, instructional material, decorations, charts and maps, student work, student birthdays, etc. Ceiling space can also be utilized to hang mobiles, decorations, and student work. Floor Space A. Arrangement of student desk Many different arrangements of students desks are possible, but be sure to arrange all desks/tables, and chairs so that all students can easily see the whole-group instruction area — including academic displays, overhead projector screens, and chalkboards — without having to turn around or get out of their seats. Also, you should be able to easily observe students from all areas of the room in which you will work, 8. Group activity or work areas ‘You may find it handy to have an area with a table or counter top where several students can ‘work together on projects. C. Centers Acenter is an area where students come to work on a special activity or to study a topic. Often, a center will have special equipment such as a tape recorder with headphones. Other centers may be built around a special study topic in your subject area (science, history, etc.). Or,a center may be organized around a skill area in your subject area (e.g. a vocabulary center in a language arts classroom). In this case, you might have a box of activity cards through which students progress as part of enrichment or remediation in the skill area, D, Computer stations Computer stations should be accessible but not distracting, E, Electrical outlets and cords F. Bookcases G. Teacher's desk, file cabinet, and other equipment H. Pets, plants, aquariums, special items These add interest and individuality to a room, but you may wish to introduce some special features (e.g, a terrarium with an iguana) after the year has begun and students are settled. {It is good idea to check school policy regarding pets and plants before purchasing them for your classroom.) ‘Traffic patterns Storage Space and Supplies A. Everyday paver and other supplies ‘Students should bring these supplies daily to class. Suggest to students that a subject-specific storage place, such as a plastic zip folder clipped into the subject notebook or folder, may help them remember to bring these items.4) L Ste ™mone> Frequently used instructional materials ~ These would include anything stored in the room and used by students on a regular basis, such C as dictionaries, encyclopedias, or subject-specific items (e.g, calculators) or kits (soil sampling). Special project materials {In some subject areas, such as industrial arts, home economics, art, and speci classes, students regularly work on projects. Long-term, seldom-used, or special occasion items These include seasonal decorations, special project materials, things used only a few times a year, ~- special science equipment, compasses and protractors, templates, special art materials, etc. Equipment This includes the computer, VCR, overhead projector, record player, tape recorder, headphones, pencil sharpener, etc ‘Student belongings This includes large items that cannot be stored in lockers (e.g., a trombone, an oversized book bag or backpack, a full-length heavy coat). Your own materials and supplies You can expect to receive some standard supplies from the school. Typically these include pencils, paper, chalk, erasers, overhead transparency sheets, scissors, ruler, glue, stapler and staples, thumb tacks, Other materials can sometimes be purchased with school funds. Teacher's desk/station i) Pets & plants Traffic patterns sd vocational forage and Supplies Everyday supplies Frequently used materials ‘Special project materials Equipment Student belongings Teacher materials & suppliesSuggested Procedures |, Procedures for Students us of Classroom Space and Facilities 1. Student Desk/tables and student storage space What standards do you want to establish about student responsibilities for desks and storage areas? 2. Learning Centers/stations A. How many students will you limit to each area? 8, What student responsibilities will you require for the proper care of materials and equipment in each are? C. What standards of behavior will you set for each area? D. What conditions do you want to place on students’ use of centers and stations (e.g., only at designated times, only with all work completed)? 3. Shared class sets of books, materials, equipment A. How will students know what materials they may use, and when and how, and what procedures do you need to establish concerning when and how these materials and areas are to be used? 8. What responsibilities do you want students to have in caring for these items and keeping them in their proper places? 4, Teacher's desk and storage areas What conditions do you want to establish about students’ use of and contact your desk? 5. Pencil sharpener, sink, and other in-room facilities (e.g. rest rooms} ‘A. How many students do you wish to limit to these areas at any given time? B. What procedures do you wish to establish concerning when and how these areas are to be used? C. What cleanliness standards do you wish to set for any special facility? Il, Procedures during Whole Class Activities and Independent Work 1. Student attention during presentation ‘A. What signal or cue will you use to get students’ attention? B. How should students behave when you or other students are presenting information? 2. Student participation How do students get a turn to pai rt 3. Talk among students ipate in whole-class activities?‘A. What specifically do you want concerning noise level? B. What cue or signal will you use to let students know the desired decibel level, and when the noise level is unacceptable and needs to be reduced? C. What procedures will you establish for students working together? 4. Obtaining help ‘When students working independently need help, how should they seek assistance? 5. When independent work is completed ‘A. What are students to do when assigned work is finished? 8. What procedures will be needed for the use of any materials? Ill, Procedures during Small-Group Activities Teacher-Led Groups 1 a Getting a class ready How will students know what they are to do? Students’ movement into and out of a group ‘What procedures and expectations do you need to “spell out” regarding movement into and out of groups? Cooperative groups/lab groups ee 4. 7. 8. Assignment of students into groups ‘Who goes in which group? Getting a class ready How will students know what is expected of them? Students’ movement What procedures are needed for student movement? Materials, supplies, and equipment A, How will you distribute and collect needed materials, supplies, and equipment? B. What kinds of equipment or materials will require special instruction or demonstration? Expected behavior of students A. What student behaviors will help the group be successful, and how should students be reminded of these? B. What if students need help? Expected behavior of teacher coo) What should the teacher be doing during cooperative/lab group activities? 9. Going to another room If students must go to another location, what procedures are needed? How many may go at a time, and what type of permission form will be needed? 10. Cleaning up What procedures will be needed for cleaning up? IV. Procedures for beginning and ending class and transitions 1. Beginning class: Administrative matters A, c D. gE What administrative matters will you need to handle at the beginning of each class period? How will you do this? If a student was absent on the previous day what is the procedure for reentering class? If a student will be leaving during the class period, what should s/he do? What is the procedure for students who are tardy? Will you allow students to go to their lockers for needed supplies? 2. Beginning class: Student activities A. B. c. D. When the tardy bell rings, what are students supposed to do? If PA announcements come on, what is expected of students? What procedures will you use for checking out books to students? What procedures will you use for distributing supplies and equipment? 3. Transitions in/out of the classroom How will you handle and monitor student requests/needs for restrooms, water fountain, library, resource room, office, etc.? 4. Ending Class A 8. What procedures do you need for putting away materials and equipment? How can you keep your own teaching materials, supplies, and student papers organized? ‘What standards of neatness do you require before dismissing class? How will you assure that students work to the end of the period and do not close up early and make a mad dash as the bell rings? V. General and other procedures 1. Materials for class AL How will you distribute materials in a time-efficient way?B. What materials are students expected to bring to class and /or have ready when the bell rings? If these vary from day to day, how will you let them know? ©) . What procedures will you have for students to head their papers? D. How will you post assignments? E, How will you collect homework? . Interruptions . Students out of seats Under what conditions may students leave their seats (to go to the pencil sharpener, turn in papers, etc.)? . Split junch Ifa class is split for lunch, what additional procedures are needed? . Housekeeping and student help A. What student help could lighten your load and encourage student responsibility? B. How will you select which students help in which ways? . What standards will you set for the carrying out of each task? D. What will be the consequence for not handling the job appropriately? . Fire drills, civil defense drills, and natural disaster precautions What procedures do you need to teach your students regarding fire and disaster drills? When do you need to teach these procedures? (a) OU