Planning an effective classroom environment includes structuring the physical arrangement of the classroom to increase appropriate behaviors, such as engagement, and decrease the probability of challenging behaviors. There are different strategies for structuring the physical classroom include: arranging the classroom to ensure visual monitoring of children, arranging activity centers to support children’s appropriate behaviors (e.g., limiting the number of children in a center) and facilitating smooth transitions among activities (e.g., organizing The location of materials on shelves), and arranging materials in the classroom to promote engagement, mastery, and independence (Lawry, J., Danko, C., & Strain, P. (1999). When a child’s independence is increased, it builds their confidence and is this is less likely to create challenging behavior.
Children like certainty! When teachers begin to create the daily schedule of the classroom, they should consider different factors. For example, going over numbers, alphabets, or even reviewing the story for the day should most likely be done in the morning rather than the afternoon because children are more alert then.
Children need to learn how to work and cooperate with one another. Aggressive behavior can be seen in the way in which some children express their anger or frustration over a situation (Gable, R. A. 2004). However, it is not acceptable classroom behavior. Children need to understand that using words instead of actions is the more effective way of communicating their feelings. When children become aggressive it’s usually because they struggle socially.
The fact that Ron was moved from one classroom environment to another played a major part on his challenging behavior. Unexpected change in routine for children can cause a child to act out and become defiant. When students know what routine to expect, they are more likely to feel that they are in control of their environment which reduces misbehavior in the classroom (Brown, W.H., Odom, S.L., & Conroy, M.A. 2001). Another thing that
contributed in Ron’s challenging behavior is his short attention span. Having short attention span can come from various of things such as the child’s desk placed where there’s heavy activity going on in the classroom or ADHD.
To address Ron’s behavior, I will first implement classroom rules and procedures. I will go back to the beginning of the school year and follow those same procedures as I did with the other students and share them with Ron as well. The second thing is that I will place Ron where there is less distraction going on to keep him focused and from distraction. By doing this, I will decrease his chance of misbehaving. If he has nothing around to distract him, he’s more than likely to pay attention to what’s going on at his desk or on the carpet.
Lawry, J., Danko, C., & Strain, P. (1999). Examining
The role of the classroom environment in the prevention
of problem behaviors
Gable, R. A. (2004). School-wide positive discipline.
Richmond, VA: Virginia Department of Education
Brown, W.H., Odom, S.L., & Conroy, M.A. (2001). An
intervention hierarchy for promoting preschool children’s
peer interactions in natural environments. Topics in Early
Childhood Special Education, 21, 90 – 134