Choose Your Work area
Choose Your Work area
Embedded Files
Using choice in selecting work area...
Supports student ownership
Promotes student agency
Gives choice in the classroom for self regulation
Implementation
Implementation
Overview
Let students choose where to work.
Explain expectations of the time period and use a timer to assist in transitions if needed.
Give choice in classroom chairs, desks, nooks, exercise balls, bean bags, sofas.
Anywhere a student can be successful can be allowed within the room.
The key is to help students identify where they can work successfully, what success looks like, and how to get back on track if they become distracted.
Core Components
Clearly practiced guidelines and expectations
Clear consequences established for misuse
Proactive Implementation
Created a classroom culture where students have the flexibility and choice in where they work takes practice and clear expectations. Practicing this movement may sound silly but creates an expected routine.
Responsive Implementation
Responsively implementing choice in work areas may be useful when students have expressed decreased effort and the overall climate of the room feels to emphasize compliance. There must be discussion with students and co-authored expectations created.
Bucket fits
Bucket fits
Connection
If the need is connection then students may work in a chosen location with a partner. Assgined limits to spaces may be set.
Skills Training
If the need is skill building then a specific time may be chosen based on what the class is doing for a student to choose where they work but limited to outside of current area.
Awareness
If the need is awareness then students may have a checklist of emotional state at differen
Emotional Regulation
If the need is regulation students may be allowed to choose when they move to a work area when they are feeling disregulated.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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