Effective Room Arrangement By Carolyn Evertson PhD

Effective Room Arrangementcreated By Carolyn Evertson Phd Inge Po

Read the STAR sheets on each of the three possible strategies. Given what you’ve learned from the STAR sheets, look back at the scenario. Identify three issues (one related to each strategy) that may be distracting Edward.

Paper For Above instruction

Classroom arrangement plays a vital role in facilitating effective teaching and learning. Strategic room design can influence student behavior, engagement, and academic success. Based on the provided scenarios and strategies discussed in the STAR sheets—minimizing distractions, maximizing access, matching arrangement to lesson purpose, and movement with ease—this paper analyzes how classroom arrangements can address specific behavioral issues. By applying evidence-based strategies, educators can create environments that support positive student behaviors and optimize instructional outcomes.

In the scenario with Edward, a third grader who is distracted during independent work, the teacher suspects that seating location may contribute to off-task behavior. The placement of Edward near the chalkboard, which displays written instructions, might be a distraction or may cause him to feel overwhelmed or overstimulated, leading to reduced engagement. Applying the strategy of minimizing distractions, the teacher should investigate and identify potential sources of distraction, such as visual clutter, distracting peers, or environmental noise. For example, the chalkboard's visual stimuli might compete for Edward's attention or cause visual overload, especially if he has difficulty filtering relevant from irrelevant visual information (Evertson, Emmer, & Worsham, 2003). Moving Edward’s seat to a less visually cluttered area or adjusting the visual displays could help minimize distractions.

Furthermore, the strategy of maximizing access suggests that classroom seating should facilitate easy access to instructional materials and the teacher, especially for students with attention difficulties. For Edward, placing him in a location that allows the teacher to easily monitor and engage with him may increase his on-task behavior (Good & Brophy, 2000). An arrangement that emphasizes clear lines of sight without competing visual stimuli can improve focus. For instance, positioning Edward in a space where he can see the teacher and instructional materials without overwhelming visual clutter would align with the goal of maximizing access while reducing distractions.

Lastly, matching the room arrangement to lesson purpose can influence Edward's ability to stay engaged. Since independent work requires comprehension and focus, classroom arrangements that support this format—such as individual desks in rows or coves that minimize visual distractions and facilitate individual work—are appropriate (Wong & Wong, 1998). Rearranging the classroom to create a designated independent work zone, separate from noisy, high-traffic areas, can serve as a purposeful adaptation to promote task engagement (Evertson, Emmer, & Worsham, 2003). Consistency and clarity in the physical environment help students understand expected behaviors and reduce confusion, which is key for students prone to distractions.

In conclusion, the arrangement strategies of minimizing distractions, maximizing access, and matching the room setup to lesson purpose are essential tools for addressing Edward’s off-task behavior. By intentionally designing the classroom environment to reduce visual and environmental stimuli, improve teacher-student accessibility, and support the instructional purpose, teachers can foster a more focused and engaging learning atmosphere. These adjustments not only help Edward but also create a classroom environment conducive to the success of all students.

References

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• Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary teachers (6th ed.). Boston: Allyn and Bacon.
• Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman.
• Lambert, N. M. (1995). Seating arrangements. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed.). Oxford: Elsevier Science.
• Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18(2), 92-102.
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• Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18(2), 92-102.
• Additional references as needed based on further research.