Structuring the Classroom

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Structuring the Classroom

• Dr. T. Ryan
• Nipissing University
• North Bay, ON.
• Canada

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Major Points

• Design Layout Old facilities or paradigm?
• Establish Guidelines, Procedures, Rules
• Classroom Culture- norms, structure

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Misbehavior - ABCs

• Antecedents - events - conditions
• Behavior - What we - See, Hear, Touch, Smell
  (sense) Taste?
• Consequences - what follows (we sense)

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Classroom/School/Community

• Temperature (Heat/Cold)
• Noise - Urban/Rural
• Ventilation - Dry, Humidity, Wind,
• Lighting - dark/brightness/natural
• Seating - comfort?

Tony
Patrick
Susan
May
Lee
Trish
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Use of Space

• Seating - single - partner - trio - quads - small
  groups(5-8) - class in quarters (4 groups of 7?
  Why/Why not?
• Should you do what your neighbor does?
• Learning Centres (P.E. circuit training)
• Computers/Arts(painting, etc.)
• Storage of completed work? Work Tables

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Walls Ceilings

• Possibilities - Limited due to Health and Safety
  - Fire Code (see caretakers)
• Walls - display - 2d 3d work
• Vandalism policy
• Plugs, pencil sharpener
• Board Space - White Board - Screens
• Take 10and discuss issues with 3 others and then
  with class - beliefs?

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Classroom Procedures

• Before School - mailbox, coaching, phone calls,
  administration, special events, etc
• First 10 minutes - Prep/Entry of students
• Opening exercises/Prayer (Mass) collect
• Lunch plans - orders
• Book club - missing money
• Theft from backpacks, desks, gym, yard

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Classroom Procedures

• Your supervision - Duty schedule - switching with
  others - coverage due to staff injury/illness/
  Union positions
• P.D. from ETFO,OSSTF, OECTF, etc.
• Band Controlled Education/Private Schools
• Bomb Scare/Harrasment/Law/Threats

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Rules

• Need - discuss why - intro to law
• Essential rules - fair, reason, logic
• School/Board/Parental support of rules
• Ontario code of conduct on web - locate and print
  a copy - thoughts?

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Consequences

• Natural/logical - Say to offender You have a
  choice stop now or _________ ?
• Contrived - lines, detention, trips
• Physical - never - if you do call union rep.
  immediately - talk only to rep.
• Verbal - sarcasm, yelling, threats
• Non-verbal - extra work, lines, etc.

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Communicating Rules

• Explain rationale understanding
• Tone - Not what you say its how you say it!
• Display rules, USE as intended
• Egalitarian - Ethics Balanced Power

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Role of Student

• Self-analysis checklists Are you fair, survey
  class (students) monthly feedback
• Learn rules - How long does it take - probably as
  long as it takes you to learn every students
  name!

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Culture in the classroom

• Homophily - What does it mean to you and what are
  the implications for you?
• Similar background better communication!
• . . . Educational aspirations are influenced
  more by peers than any other social influence
  (Levin Nolan, 2004, p. 145).

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Practicum Task!Act Reflect - Revise