Rearrangement of Classroom

Rearrangement...

- Creates shared ownership of the space
- Provides physical exertion for students
- Gives wait time for processing
- Shifts mindset states

Implementation

Overview

- Express expectations of use of the physical space of the classroom.
- Allow student(s) to move the physical space of the room.
- Desks, chairs, resources.
- Structure the time and offer brainstorming for students to determine best set up and necessary changes to the environment.
- This can be used as a physical processing for a student who is dysregulated.
- This develops a sense of ownership in the environment.

Core Components

- Expectations clearly defined
- Prompting to assist in decision making
- Communication during the process
- Guidelines are communicated on goals of the rearrangement
- Rearrangement must stay for a set period of time
- Processing must still occur during or post rearrangement

Proactive Implementation

- Proactively providing a set day each week or month where the classroom is rearranged can become a community building exercise. Each time students help craft and support the flow of the room.

Responsive Implementation

- Responsively rearranging the room may stem from a need for a fresh mindset or change of pace. A class discussion should occur and the room should be altered to reflect the discussed needs.

Bucket Fits

Connection

If the need is connection then students may work together to reformat and change the classroom.

Skills Training

If the need is skill building then the focus should be on communication skills, creativity, and innovation. The students may complete a design challenge to format the room.

Awareness

If the need is awareness then the students may have to discuss and think through the changes they present to their classmates. Discussion should occur on what works and what may need to be adapted. How is everyone impacted?

Emotional Regulation

If the need is regulation then certain areas of the room may be incorporated into the rearrangement such as a 'cooldown are' or sensory area.

Considerations & Adaptations

Understanding Adaptations

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

Physical Space

Flexible Seating