Using the Ecological Framework to Change the Classroom Environment

Ms Alexandria Kirsten Tobias, Fernvale Primary School

As the class was preparing to leave for the music room, my student realised he was one of the last few to pack up his things. He raised his hand and in an anxious voice said ‘Please wait for me! Wait for me!’ I replied with a reassuring tone ‘Don’t worry, we are and we will always wait for you’, to which he replied more calmly, ‘Okay.’ This is an example of modelling, one of the ways in which I design the environment. The teacher’s modelling provides a basis for the other students to follow and emulate, thus creating a safe environment.

To create and design a classroom where my students feel welcome and safe, my thought process involved the Ecological Framework which included the following factors:

Consulting my co-FT who followed up with the student from the previous year, our ST (SEN) and AED LBS, helped me to streamline the focus for the student; based on their experiences with him.

The consistency in strategies and routines we (teachers and parents) use helps alleviate any transitional difficulty and provides a sense of security in class.

1) Behaviour Reteach Card

To help him regulate his behaviour, I decided to try a behaviour reteach card (visual support) with his interests (animals, insects, pictures) since he responds well to verbal scripts.

The Behaviour Reteach card helped him to regulate his behaviour better and by checking with me about his behaviour after the lesson, it showed he was reflecting on his behaviour. He even used it to express his feelings, by showing and reminding his classmates of the proper behaviour needed in class. As a reward for his good behaviour, I allowed him to lead the class down for dismissal.

2) Coloured Paper Resonator Bell

My student was given preferential seating near the front of the class and with a buddy to help him with anything he was unsure of. There were multiple means of presented information, a buddy system, chunking the song for him so that he could see the repetitive patterns. These coloured paper resonator bell (manipulatives/personal score) also helped him to better recognise the notes.

A final note, designing the environment and its accompanying strategies for each student does require a substantial amount of trialing and accommodation.

What works for one student may not for the other but as long as we are able to recognise every students’ learning styles and are intentional in our approach, we will be one step closer to creating our inclusive classroom for all students.

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