Turn Desk Around
Turn Desk Around
Embedded Files
Using the rotation of a desk...
Limits distractions
Supports focus
Promotes organization
Implementation
Implementation
Overview
This strategy is intended to support classrooms with desk that contain a cubby within them.
The teacher collaborates with student or class on the purpose of physically rotating the access of the "cubby" or storage part of the desk may be necessary.
The discussion if with a specific student should not occur in the presence of any other individual.
An alternative location for materials should be planned for such as storage area of the room.
Core Components
Conference with student initiated about purpose
Shared agreement of implementation
Clear guidelines
Discretely set up without public eye
Proactive Implementation
Proactively turning a desk around may look like not utilizing desks that hold a specific storage area. If your classroom desks do include this space you may consider having an alternative plan for storing materials mapped out and shared with students such as backpacks, lockers, or cubbies.
Responsive Implementation
Responsively turning a desk around does not happen in the moment. This must be a discussion with a student, group, or class. The rationale must be explained and a coordinated effort to co-plan the new method of storage.
Bucket Fits
Bucket Fits
Connection
If the need is connection then combining with a classroom rearrangement may be used. Students can outfit together what the class can look like with desks turned as one of the supervising adult's non-negotiables.
Skills Training
If the need is skill building then the desk may be turned during patterns of time that students have been inclined to lose focus.
Awareness
If the need is awareness then the student may self monitor and choose to relocate or move their desk when they are feeling distracted.
Emotional Regulation
If the need is regulation then the student may use an alternative such as Velcro on desk or bands to shift focus.
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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