Physical Organization of the Classroom

Physical Organization of the Classroom

Physical organization of the classroom provides structured areas for students based on their strengths and challenges. Each area should have clearly established expectations which are discussed and agreed upon with the student when the student is in a calm state.

When?

Classroom behavior can be managed through the physical organization of the classroom. Organization of structured areas in the classroom should be based on students’ strengths and challenges.

Students who benefit from using this strategy can display the following behaviors:

• Are easily distracted

• Frequently losing focus

• Needs a “restart”

• Loses motivation, effort, or interest in the task at hand

• Gets fidgety, antsy, or needs a momentary break

• Has difficulty sustaining focus for longer periods of time

• Needs a boost near the end of the task

• Attempts to leave the classroom or school grounds without permission (i.e. flight risks)

• Fails to participate in classroom instruction/group discussions

• Present with anxiety concerns

How?

To assess the physical organization of the classroom begin by looking at the set-up of the class and how it might affect learning and behavior. Some considerations should be given to the overall structure of the classroom and how predictable it is for students (space for circle time, assigned seating, space for centers, location of classroom materials, etc.). Additional considerations should be given to the location of specific students in the room, the situations which are most challenging for students to appropriately manage independently, and the availability of calm down spaces.

Specific Strategies

Desk Arrangements

The physical layout of the classroom should match your teaching style and the nature of various activities. For example, group work would be facilitated by groups, a u-shape, or pods of students where independent tasks may be supported by smaller groups or rows.

Preferential Seating

Preferential seating means a student is seated in the most appropriate location for a given activity. It does not necessarily mean the student is seated at the front of the class or close to the teacher’s desk. For many students, where they are seated within the classroom will vary from activity to activity and may depend of lighting, noise level, and access to exit. Some considerations include:

• Close to the teacher for prompts, re-direction, attention

• Near a self-directed, supportive, or independent peer

• Close to the door for quick access to breaks or to reduce being overwhelmed by sensory input (smells, noise, movement)

• Away from the door for students at risk of “flight”

• Buddy seating to increase peer interaction and decrease anxiety

• Away from peers who trigger anxiety, aggression, or inappropriate behaviours

• During circle time or classes such as music or gym, allow the student to sit at their desk, on a chair outside of the circle or in their own physically designated area (such as a cushion or taped off square)

Independent Work Station

Providing students with access to a space which decreases distractions and allows them to focus on their work can be beneficial. This space can be set up within the classroom environment and requires minimal materials. Some examples of quiet spaces or listening centers are shown below.