# data[].attributes.body
I love this resource because it focuses on creating classroom norms. When you have a classroom, it is essential to establish rules that have a community mindset.

# data[].attributes.attachment_link.title
Getting Started with Establishing Ground Rules | Center for Teaching Innovation

# data[].attributes.attachment_link.description
Establishing classroom norms sets the tone of a class, provides clear guidelines on how to behave, decreases instances of incivility, and enables students and lecturers to feel safe expressing their ideas or points of views. Below are just a few techniques instructors have used when establishing and…

# data[].attributes.body
I chose this resource because it gives a good overview of how to deal with very minor behaviors. The most important thing to do is restate the expectations. You can also provide students with visual reminders. This article also reminds educators to maintain students' dignity and be predictable and logical with their response system.

# data[].attributes.attachment_link.readable_text
No matter how carefully we teach positive behavior, students will still sometimes misbehave. They'll forget the rules, their impulses will win out over their self-control, or they'll just need to test where the limits are. For example:

Janna rolls her eyes and snickers as Hector shares details of his weekend visit with his cousin during Morning Meeting.

William takes a pencil from a neighbor's desk and refuses to return it when asked by his classmate.

Annie grabs the ball from two smaller children, telling them they're not allowed to play.

As they learn to negotiate social expectations, children test limits, get carried away, forget, and make mistakes. In fact, having these experiences-and seeing how adults respond to them-is one way children learn about how to behave. Just as when we teach academics, we can use students' behavioral mistakes as opportunities for learning. To do this well, however, we adults must hold on to empathy for the child who misbehaves while holding her accountable. We also need to respond to misbehavior in ways that show all of our students that we will keep them safe and see to it that classroom rules are observed.

Goals for Responding to Misbehavior

In the Responsive Classroom approach to discipline, the overarching goal is to keep the focus on learning, while maintaining a classroom that's physically and emotionally safe for all. To achieve this, responses to misbehavior should:

Stop the misbehavior and reestablish positive behavior as quickly as possible

Maintain children's dignity

Develop children's self-control and self-regulation skills

Help children recognize and fix any harm caused by their mistakes

Demonstrate that rules help make the classroom a safe place where all can learn

In classrooms where this approach is used, adults respond quickly, firmly, and respectfully when children misbehave. Minor problems are addressed before behavior gets out of control. Children are held accountable for their behavior, with adults guiding their learning so they can make better choices next time.

Strategies for Responding to Misbehavior

One of the most important things to keep in mind when responding to misbehavior is to address the behavior as quickly as possible. When children's behavior goes off track, they need immediate feedback from adults to help them break their momentum and get back on track. Although this might sound obvious, adults often let small misbehaviors go, waiting to address them until they've escalated and are much more difficult to reverse.

Three response strategies that are especially effective when used before misbehavior escalates (and that also meet the other goals named above) are visual and verbal cues, increased teacher proximity, and logical consequences.

1. Visual and Verbal Cues

Once teachers have modeled expected behaviors and given children opportunities for practice, a visual or verbal cue will often stop a misbehavior and help a child get back on track. Simply looking briefly into a child's eyes can powerfully send the message that "I know you know how to do this; now let's see you do it." Other examples of visual cues are a writing gesture for "This is writing workshop; get to work" or a finger against your lips for "Remember, silent lips when someone is sharing."

Verbal cues can be as simple as saying the child's name. Reminding language can also be highly effective: Sonya, what should you be doing right now? Dante, what do our rules say about sharing materials?

Reminding language works best when a child is just beginning to go off track-about to open a book instead of getting out math materials, or beginning to reach to take the blue crayon away from a tablemate. If, however, the child is well into the undesired behavior, reminding language loses its effectiveness. At that point, a clear redirection is needed: Sonya, put the book away now and get out your math materials. Dante, choose another color. It's Ellen's turn to use the blue crayon.

2. Increased Teacher Proximity

Sometimes all that's needed to reestablish positive behavior is for the teacher to move next to a child. For example, if children have been taught how to sit safely in chairs, and Maria has just started tipping her chair back during direct instruction, simply moving to stand by Maria can communicate "Sit safely" without drawing undue attention to Maria or disturbing other children. Once Maria sits safely, the teacher's staying nearby for a bit helps the child understand that she must continue to sit safely.

Bringing the child closer, instead of going to the child, is another option. Suppose Darren turns around and begins fiddling with items on a shelf during Morning Meeting. The class has learned meeting rules, and they also know that their teacher will sometimes direct them to change their seats if they're beginning to misbehave. A quiet "Darren, come sit next to me" brings Darren to his teacher's side in the circle and gets his attention back on his classmates, without breaking the meeting rhythm.

3. Logical Consequences

Logical consequences are another strategy that teachers can use to stop misbehavior while helping children see and take responsibility for the effects of their actions. Logical consequences differ from punishment in that, unlike punishment, logical consequences are relevant (directly related to the misbehavior), realistic (something the child can reasonably be expected to do and that the teacher can manage with a reasonable amount of effort), and respectful (communicated kindly and focused on the misbehavior, not the child's character or personality).

Suppose Jinghua scribbles on her desk. Having her clean the desk would be a relevant, realistic, and respectful logical consequence. Having her miss recess would be irrelevant. Having her clean every desk in the classroom after school would be an unrealistic amount of work, and the uncleanness of the other desks is unrelated to Jinghua's mistake. Saying "You're so rude-you just don't care about anyone but yourself!" would be a disrespectful attack on her character.

[To learn more about logical consequences and how to use them, see Teaching Self-Discipline.]

Introducing the Approach to Children

The Responsive Classroom approach to responding to misbehavior is most effective when children know in advance what to expect from their teachers. It's important for the teacher to let children know that at one point or another, everyone makes behavior mistakes and needs support to get back on track, and that's okay-just as it's okay to make mistakes when learning academic skills. It's also important for the teacher to convey the belief that students can and will learn to choose positive behaviors, and that her responses to their mistakes will help them do so. Choice of words, along with a friendly, matter-of-fact tone and a few specific examples, will help get this message across. For example, when talking about responses to misbehavior, a teacher might say:

We're all working on following our classroom rules, but we all make mistakes sometimes. In our class, when you don't follow a rule, it's my job to help you get back on track, fix any problems you caused, and learn to follow the rule next time. So, for example, if you forget our rule about staying safe and start running and knock down someone's block tower, I might tell you to help them rebuild . . .

Or, with older students:

If I see that you are about to break a rule, I may use a signal to help you realize that you are getting out of control. It's not a big deal; it just means you need to check your behavior and get back on track. For instance, I might put my finger on my lips to remind you to be quiet, or I may just say your name and give you a look if I think you know what to do. If I give you a signal like that, I'm giving you a chance to correct your mistake quickly and quietly, without disrupting anyone else's learning.

Knowing Which Strategy to Use

Knowing which strategy to use, and whether more than one strategy is needed, is a skill that comes with practice and depends upon the teacher's knowledge of the children she's teaching. One child who's talking when she shouldn't may need only a cue to correct herself. Another child may need a logical consequence for the same behavior. Or the same child may need a cue on one day and a logical consequence on another. Some questions to consider: Which strategy will stop the misbehavior and restore positive behavior as quickly, simply, and kindly as possible? Which strategy will maintain safety and order for everyone? Which one will help the child develop understanding and self-control? Whichever strategies are chosen, it's important to remember to use them early, just as misbehavior begins. Doing so will prevent problems from mushrooming or becoming entrenched.

Try, Try Again

Responding to misbehavior is one of the most challenging aspects of teaching. Even the most experienced teachers make mistakes. But just as we allow students to make mistakes, we must allow ourselves to make them, too. And then, just as we do with students, we must allow ourselves to try again without judgment, in the spirit of learning to do it better next time.

Tags: Challenging Behaviors, Classroom Rules, Misbehavior

# data[].attributes.attachment_link.description
No matter how carefully we teach positive behavior, students will still sometimes misbehave. They'll forget the rules, their impulses will win out over their self-control, or they'll just need to test where the limits are.

# data[].attributes.body
I chose this resource because it talks about starting the year by building relationships with families and students. This is important because it helps you understand the student, their needs, and what they like. I like this resource because it talks about proper etiquette and how to include colleagues as well

# data[].attributes.body
I picked this simple strategy as it is easy to implement and encourages students. Behavior-specific praise encourages students who may not be participating in the specific behavior as well. I like this idea because students receive good attention from the teacher, and it builds trust.

# data[].attributes.body
I chose this resource because it focuses on positive rules. Having these kinds of rules focuses on what students can do rather than what they cannot do.

# data[].attributes.attachment_link.readable_text
Without proper guidance, children will inadvertently self-sabotage their future. Developing the principles that lead to success doesn't often come independently. That's why it's critical to put rules in place at home and school to empower children to succeed.

In the classroom, rules help control student behavior and set the tone for effective learning.

Plus, they guide children's actions and promote consistency making the learning environment predictable. This gives children the safety they need to get ahead in their physical, emotional, and social development.

However, when the rules negatively focus on what not to do and emphasize punishment, they do the opposite of providing a safe space for children to learn and grow. This usually leads to student behavior taking a turn for the worse.

That's why creating positive classroom rules carries the day when it comes to controlling behaviors, managing expectations, and fostering mutual respect between the teacher and students.

Let's explore some positive classroom rules to position your students for success in 2023.

What Are Positive Classroom Rules?

Positive classroom rules are principles that govern children's behavior through positive means. The rules are often agreed upon by the teacher and learners.

Positive rules differ from traditional rules in that they're not based on what children shouldn't do, but rather on the actions they should take to produce positive outcomes.

Moreover, unlike traditional rules, they don't encourage punishment, which often sets children up for failure.

For example, instead of, "Stop talking out of turn or you'll be punished," positive rules say, "Raise your hand and ask your turn to speak so we can all listen to each other's views."

In most cases, positive classroom rules don't just apply to the students; they govern the educators as well. By doing so, the teacher becomes the role model for the learners.

Keys for Setting Positive Classroom Rules

When it comes to setting rules there's no one-size-fits-all approach. Each classroom needs a unique set of rules depending on the learners in your class and the school environment.

However, here are some basic guidelines you need to follow when setting your class rules:

They should be clear and easy to understand

Keep them brief and easy to remember

Set a positive tone and ensure the rules aren't stifling

They should be broad enough to cover as many misbehaviors as possible

Have a clear plan for what happens when someone breaks the rules

With these guidelines in mind, you can create a set of rules that suits your specific situation.

It's extremely important to include the students in establishing these classroom rules. If the students don't accept the rules, they won't be bothered to follow them, which will undermine any desired positive results.

Here are a few of the main overarching rules you can implement in your classroom.

Rule 1: Maintain Your Work Ethic and Always Try Your Best

Building a strong work ethic in your students right from the beginning can help them increase their focus.

This rule is about developing a positive work ethic in everything from how students participate in class to how they approach their assignments.

Specifically, this rule encompasses:

Completing all work

Keeping a positive attitude even when the work is hard

Being organized

Working on good behavior

Participating in all class activities

Not cheating on homework and tests

How you frame this rule will depend on your learners. For example, in a first-grade class, you might say, "We always do our best."

For middle school children, you might frame the rule to read, "We complete all our work on time and always do the very best we can."

Rule 2: Listen and Follow Instructions

This rule emphasizes the importance of respecting authority and always being responsive to instructions quickly.

It'll govern how learners stick to established routines and follow the teachers' expectations.

The rule on listening covers a range of behaviors that have to do with:

Safety protocols

Classwork

Schedules

Assignments

Interactions with the teacher

Rule 3: Respect the Teacher and Other Students

Respect is an essential ingredient in all communications. Establishing respect towards other people sets the tone for how students interact with the teacher and other learners.

Specifically, the rule entails:

Listening to teachers and all other staff

Listening to the views and opinions of other learners

Being kind and using positive words

Using a respectful tone

Being courteous

Not damaging class materials

Respecting other people's personal space

Rule 4: Safety First: Keep Hands, Feet, and Objects to Yourself

Instead of making rules that focus on what not to do, like "don't hit others" and "don't fight," this rule focuses on what students can do to make sure everyone is safe.

This broad rule prevents a lot of the issues that arise in the classroom like:

It promotes a safe classroom environment where everyone can learn and work together in peace.

Using Positive Classroom Rules for Student Success

Positive rules allow for a positive classroom environment. Students learn to respect the teacher and each other. The classroom becomes a safe place where all students can learn and try their best, leading to more successful educational outcomes.

Most importantly, positive rules set the platform for the holistic transformation of students. They develop a positive outlook towards life and challenges, setting them up to be well-adjusted individuals.

Imagine if positive rules didn't belong only in the classroom?

If the whole school implemented a program that focused on positive discipline and a positive curriculum, the result would be a phenomenal improvement in discipline and grades.
With Positive Action, the dream of a positive and successful learning environment is a reality. "This is what school should be for all children everywhere: a place where people want to be; a place where they are safe to learn and grow."
This is what Dorothy Solomon (former Artist in Residence for the Arts in Education program in Utah) had to say when she came across schools that had implemented the Positive Action curriculum.

It's more than just a theory; the Positive Action curriculum has brought transformation to schools for many years. With Positive Action, the school becomes a launchpad of dreams.

Children grow a new found love for learning, teachers are happy-not overwhelmed, and the administrators can do their job and not spend hours handling disciplinary issues.

"Over a 12-year period, as I conducted writing residencies throughout the region, I learned to recognize Positive Action schools when I walked through the door. At a Positive Action school, I could count on receiving respect and attention from students, teachers and administrators; I knew that the students would do their best in their writing and their behavior. Our results were always amazing, our performance programs inspiring. So many students produced stellar work that I began to track the difference between "ordinary" schools and Positive Action schools." Dorothy Solomon.

Positive Action's curriculum is not all talk. It's been tried and tested and has been proven to improve behavioral challenges and academic success.

The numbers don't lie. Statistics show the transformative power of the Positive Action curriculum in several outcomes ranging from absenteeism to mental health and drug use.

By implementing Positive Action in your school, you foster a positive sense of self-concept in your students that'll be a stepping stone for their success in every sphere of life.

Schedule a webinar today to learn more about the Positive Action curriculum and discuss how best to implement the program in your school.

# data[].attributes.attachment_link.title
4 Positive Classroom Rules to Achieve Student Success in 2023

# data[].attributes.attachment_link.description
Without proper guidance, children will inadvertently self-sabotage their future. Developing the principles that lead to success doesn't often come independently. That's why it's critical to put rules in place at home and school to empower children to succeed.

# data[].attributes.body
This resource has a step-by-step guide for creating rules with your students. This strategy helps students get involved with their classroom rules and discuss what is important to them! This also ensures students will remember the rules and be more apt to follow them.

# data[].attributes.attachment_link.title
Creating classroom rules Step-by-Step Guide: How to Create Class Rules with Your Students - Long After The Bell Rings

# data[].attributes.attachment_link.description
Use this 5 step guide as your students are creating classroom rules that will help to shape the year to come!

# data[].attributes.body
This resource has a couple of different aspects. It is a great reminder of why classrooms needs routines and procedures as well as ways to adhere to them.

# data[].attributes.attachment_link.readable_text
A well-structured classroom environment is essential for maximizing student engagement, promoting positive behavior, and fostering a conducive learning atmosphere. One of the key ingredients for achieving this is establishing clear and consistent routines and procedures. In this blog post, we will explore the significance of classroom routines and procedures, along with practical strategies to implement and maintain them effectively.

Pause: I have created a FREE ebook on how to plan your first day of school. Simply drop your name and email below, and I'll send it straight to your inbox!

Why Classroom Routines and Procedures Matter

Routines and procedures in a classroom provide a solid foundation for smooth classroom management. They offer numerous benefits, including:

Promoting a Sense of Security

Routines and procedures create a predictable and structured environment, enabling students to feel safe and secure, which is vital for their overall well-being and engagement. I don't know if you've noticed, but the wildest and most unfocused students thrive in a classroom that is structured and predictable.

Enhancing Efficiency

Clear procedures save valuable instructional time and reduce disruptions. When students understand expectations and routines, transitions between activities become smoother and more efficient. Time with our students is limited. It is imperative that we make the most out of the little time that we have. Having well-laid-out routines and procedures in a classroom increases efficiency and provides more instructional time.

Fostering Independence

Students learn to navigate classroom tasks independently by establishing consistent classroom routines, promoting a sense of responsibility and self-reliance. Creating self-directed learners should be a goal for every teacher. Independence and ownership of learning only happen when the classroom environment allows for it. Clear expectations and solid routines and procedures create this type of classroom environment.

Identifying and Establishing Key Classroom Routines and Procedures

If you are anything like me, you have been told that you need strong classroom routines and procedures. But, when I was a new teacher, no one told me exactly what these were or how to identify what was really important. I've come up with 3 pieces of advice to help you identify the routines and procedures that will make the most impact. To establish effective classroom routines and procedures, consider the following steps:

Identify Critical Areas

Reflect on the specific areas where routines and procedures are needed, such as morning entry, transitions, materials management, group work, and classroom discussions. Basically, any time that you would expect students to be moving, you need a procedure for that. My advice: make a list of each of these times in your day. Then, write down EXACTLY what you want your students to do during this time.

Teach Expectations

This is my favorite part because it makes the biggest difference. Explicitly teach and model the desired behaviors associated with each routine or procedure. Break them down into manageable steps, demonstrate, and provide opportunities for guided practice. It may take longer than you expect to teach each classroom routine, but I promise that it is worth every extra minute!

Reinforce and Review Classroom Routines

Consistently reinforce expectations and periodically review routines to ensure students stay on track. You should be constantly monitoring each routine and procedure in a classroom. The second they start to fade, reteach and review. Encourage self-assessment and peer monitoring to foster ownership and accountability.

Strategies for Successful Implementation

Implementing routines and procedures effectively requires intentional planning and ongoing support. Consider the following strategies:

Consistency is Key

Establish consistent routines and procedures from day one, and maintain them throughout the year. Consistency helps students internalize expectations and reduces confusion. It can be hard to stay consistent. It's tiring. I get it. BUT, if you are not consistent, especially at the beginning of the school year, you will fight all year long.

Establish Clear Transitions

Smooth transitions between activities can minimize disruptions. Use signals, visual cues, or a countdown to signal transitions, allowing students time to prepare and shift their focus. Transitional time is a huge section of the school day. It is important to make transitions effective and efficient.

Build Student Involvement

Involve students in the process of establishing routines and procedures. Seek their input, provide opportunities for decision-making, and encourage them to take ownership of the classroom expectations. You may be surprised by what students come up with.

Story time. It was my second year teaching, and I had moved to a new school. I had all of my classroom routines and procedures ready to roll. I knew exactly what I wanted and how to teach it. Guess what I didn't plan? RECESS! I had no idea what the recess rules were. So, I panicked internally for a split second but then decided that my 4th-grade students probably knew the school rules. I mean, most of them had been there since kindergarten. I used this as an opportunity to get my students involved in establishing this routine. They listed out the recess rules, and I just went along with them. This is what I call: "Winging It".

Review and Reflect on Classroom Routines

Regularly revisit routines and procedures, especially after extended breaks or periods of change. Reflect on their effectiveness and make necessary adjustments to meet the evolving needs of your students. I always reviewed my classroom routines and procedures after fall break, winter break, and spring break. Oftentimes, they need to be reviewed in the month of December, too.

Cultivating a Positive Classroom Culture with Classroom Routines

Classroom routines and procedures are closely tied to creating a positive classroom culture. Encourage and reinforce positive behavior through:

Clear Expectations for Classroom Routines

Clearly communicate your expectations for behavior, respect, and academic engagement. When I say clearly, I mean to spell out every detail of what you expect. Celebrate students' adherence to these expectations. Positive reinforcement goes a long way!

Positive Reinforcement

Recognize and reinforce positive behavior through verbal praise, class rewards, or individual incentives. This reinforces the desired routines and procedures. Do this heavily at the beginning of the year. As your students develop these routines and procedures into a habit, you can scaffold back your positive reinforcement.

Classroom Community

Foster a sense of community by promoting collaboration, teamwork, and mutual respect. Create opportunities for students to contribute to the classroom and support each other. A classroom that does not have proper management is a group work nightmare! Make sure that you lay a solid foundation in the early days of the school year to create a classroom environment that is built on collaboration and teamwork.

Establishing effective classroom routines and procedures is an investment that pays off in student engagement, productivity, and a positive classroom environment. By providing structure and consistency, these routines lay the groundwork for success and help students develop essential skills for lifelong learning. With careful planning, implementation, and ongoing reflection, you can create an environment where both you and your students thrive.

I know this can feel overwhelming! That is why I created my FREE First Day of School Cheatsheet to walk you through how to plan the first day of school. Drop your name and email below and I will send it right over!

# data[].attributes.attachment_link.title
How To Establish Effective Classroom Routines and Procedures: A Recipe for Success - Teaching From the Farm

# data[].attributes.attachment_link.description
Classroom routines and procedures help create a well-structured classroom environment that fosters a conducive learning atmosphere.

# data[].attributes.body
I chose this resource because it has behavior intervention plans for specific behaviors that are very common in the classroom. It also talks about how to begin tier 2 support for struggling students in the classroom.

# data[].attributes.attachment_link.title
Behavior Intervention Plan (BIP) | PBIS World

# data[].attributes.body
Resources for tier 3 intervention.

# data[].attributes.attachment_link.description
Alternatives To Suspension Behavior Contract Behavior Intervention Plan (BIP) Behavior Meetings Structured Breaks Check In Check Out (CICO) Collaboration With Student's Physician And/Or Mental Health Provider Counselor Referral Daily Behavior Form Forced Choice Reinforcement Survey

# data[].attributes.body
This article discusses using your room to help students with more severe behaviors. I like this because it is a proactive way of thinking instead expecting the kids to adapt to you.

# data[].attributes.attachment_link.readable_text
Room Arrangement

Editor's Note: The following list has suggestions for working with students with behavior problems, but the ideas are easily modified for any student.

1. Provide students with adequate space around their desks. If students are seated so that they can touch each other easily without getting up, stealing and hitting problems could escalate.

2. Keep all items not in immediate use in cabinets or closets. Lock the cabinets or closets if possible. The more items available for an angry child to throw, the more rewarding and potentially harmful the tantrum becomes.

3. Keep scissors, X-acto knives, and other potential weapons out of students' reach.

4. Closely supervise art and cooking activities. Make it clear that these activities will stop if rules are not followed.

5. If necessary, arrange furniture to provide students with visual barriers during independent work times.

6. Make areas of the room activity specific. For example, desks are for work; the rug is for play; the large table is for group discussion; and the time-out corner is for cooling off and thinking. This helps the students develop constructive classroom behavior habits and reduces confusion over what behavior is expected at a given place and time.

7. Check activity-specific areas for appropriate space, lighting, storage, and furniture needs.

8. Remove everything from the room that is not absolutely necessary.

9. Make furniture and materials accessible to students in order to increase productivity and decrease anger and frustration.

10. Actively enforce the rule that people are not for hurting.

Excerpted from Tough to Reach, Tough to Teach.

# data[].attributes.attachment_link.description
Arrangement of class space is crucial when dealing with disruptive students and important to consider for all students.

# data[].attributes.body
This audio cast delves into why routines and rituals benefit the classroom. I love this resource because it discusses routines and rituals for building mindfulness in students.

# data[].attributes.attachment_link.readable_text
Rituals play a powerful role in both physical and mental well-being. In this audiocast, you'll learn about how Concourse Village Elementary incorporates rituals to reaffirm shared values in their school community and reinforce a positive self-identity for young people. The school's focus on responsive relationships has promoted a sense of belonging and safety for students and has led to high rates of student attendance and engagement -which, in turn, has proved to be fertile ground for significant growth in academic achievement.

By the Numbers

Concourse Village Elementary School

Location

District 7, Bronx, New York

Student Demographics

66% Latinx*

32% Black

1% White

1% Asian or Native Hawaiian/Pacific Islander

0% Native American/Alaska Native*

0% Multiracial

22% Students with disabilities

9% English language learners

85% Eligible for free/reduced-price lunch

Geographic Setting

Urban

School Model

Traditional Public School

Conditions for Equitable Learning & Development

Personal, Learning Environment

*Student Demographic data sourced from data.nysed.gov and nces.ed.gov. NCES lists Latinx as "Hispanic" and Native American as "American Indian."

# data[].attributes.attachment_link.description
Rituals play a powerful role in both physical and mental well-being. In this audiocast, you'll learn about how Concourse Village Elementary incorporates rituals to reaffirm shared values in their school community and reinforce a positive self-identity for young people.

# data[].attributes.body
I chose this resource because it delves into all the different pieces of a classroom and how to use them to benefit you and the students. There is a way to organize the furniture, materials, lighting, and decor that helps the students and maximizes learning.

# data[].attributes.attachment_link.readable_text
Page 2: Physical Environment

The term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child. To effectively do so, teachers can apply a concept known as Universal Design for Learning (UDL), which stresses that the environment and its materials in it should be accessible to everyone. Creating this accessibility might involve providing books at different reading levels, placing materials within easy reach on a shelf, or creating ample space so that a child who uses a wheelchair can maneuver around the classroom.

When they set out to design an effective physical environment, teachers should consider all of that environment's various aspects. Once they have selected child-sized, age-appropriate furnishings, teachers should then think about each of the following. Click the items below to learn more.

A well-designed physical environment has different activity areas with clear, physical, and visual boundaries, defined by the furnishings and floor coverings. These furnishings and floor coverings should create spaces that are comfortable and that lend themselves to their intended purpose. For example, a block area might have bookshelves to set it off as a block center, and carpeting or foam flooring to muffle the sound when blocks fall on the floor. Also, the library area should have a soft, comfortable floor covering for young children and adults to sit on while they look at the books. When they arrange furnishings, teachers should:

Make sure that all children are visible to adults and that adults are visible to children, to ensure proper supervision.

Design areas with spaces for children to work and play independently or in small groups, and to gather as a community.

Establish clear boundaries to indicate where the center space begins and ends.

Consider the location of centers. Centers with high activity levels (e.g., block centers, dramatic play areas, music centers) should not be located close to centers with quieter activities (e.g., listening centers, computer areas).

Consider the number and size of centers. Make sure there is enough room that children can be engaged without being crowded.

Create cozy, private spaces. Create safe spaces where children can retreat to rest, observe, and recharge emotionally throughout the day.

Another aspect of the physical environment includes the selection and placement of materials. The selection of materials includes choosing toys and other physical objects that are age- and developmentally appropriate, as well as linguistically and culturally relevant, for the young children in the classroom. For example, the block area should include a variety of blocks to allow children with varying motor skills to manipulate them, and these materials should be placed so that they are easily accessed. Teachers should also take care when it comes to:

Organizing materials and keeping them in appropriate places (e.g., art materials in art center, sensory table near sink), taking into consideration children's development of independence skills.

Providing enough materials within the centers so that children can be engaged and not arguing over limited resources.

Having centers organized and ready to go when children arrive.

Making sure the materials represent the diversity and the ability levels of the children.

Placing heavier items on lower shelves so that children do not get hurt when they take them down.

Providing safe play items that offer developmentally appropriate challenges to promote the growth of problem-solving skills.

Encouraging children to help make decisions about materials.

Rotating materials both to promote children's interest and to keep the materials novel.

Another important aspect of the physical environment is the design and display of visual materials. Visual material- such as posters for displaying classroom rules, daily schedules, and steps to complete a routine (e.g., hand washing)-help young children to know what to do and to better understand their environments. For example, in the block area, the teacher can label the center and use visuals of the different blocks to indicate where they belong on the shelves. This can aid the children when the time comes to clean up the center. Other considerations include:

Displaying children's work so that they can take pride in it and can feel a sense of ownership of the room. Doing this also offers opportunities for language development: When children talk about their work or comment on other children's work, teachers can use these opportunities to build their language skills.

Posting visuals at the eye-level of children so that they can see them.

Using visuals to indicate when a center is closed (e.g., visual prompts such as sheets or blankets, circles with a slash through them).

Displaying materials that are representative of the environment's diversity (e.g., culture, disability, language, family structures).

Labeling centers and frequently used materials in languages that represent the home languages of the children in the classroom.

Having children bring in pictures of their families for display in the classroom so that they feel comfortable and at home in their environment.

When they design the physical environment, teachers should also consider its lighting and sound. Teachers can use lighting and sound to create a comfortable environment that is conducive to the different activities that occur throughout the day. For example, so that children can engage in both quiet and more active play activities during center time, the block area can be carpeted to reduce noise. Teachers can also keep in mind:

Natural lighting, or light from windows, is best when available.

Lighting can be used to create moods (e.g., small lamps in home living areas to resemble a home environment).

Using flooring materials that muffles sound can reduce noise from active centers. Chairs with rubber leg bottoms or chairs with tennis balls over metal bottoms can also help to reduce sound, as can wall hangings, drapes, and soft furnishings.

Because some children are sensitive to loud sounds and bright lights, teachers might need to find ways to minimize noise and to create a dimly lit space for them.

For Your Information

To help prevent problem behavior:

Minimize large open spaces in which children can run

Provide enough materials within the centers so that children do not have to compete for them

Use visual and environmental cues to help children know what to do

Including Families

Teachers can collaborate with families to create a physical environment that reflects the importance of those families and that promotes a sense of belonging. They can do this by:

Creating a parent communication board and welcome area in the room to share information

Requesting family pictures to be displayed throughout the classroom and the early childhood center

Asking families to provide resources that are representative of materials and objects their children use at home

Ensuring the diversity of families within the program, as well as other families throughout the world, through such things as artifacts, artwork, posters, toys, puzzles, and toy people sets

Including Children with Disabilities

Teachers need to ensure that young children with disabilities are able to fully access and participate in learning experiences. They can do this by making minor changes to the physical environment, such as:

Changing or modifying the chairs to meet children's needs (e.g., making sure the children's feet touch the floor, using a sensory cushion- a cushion that stimulates kids who crave sensory or tactile input when sitting, having bean bag chairs available)

Putting squares or pictures on the floor to indicate where children should line up or sit

Modifying materials, such as markers, to make them easier for children with motor difficulties to hold (e.g., using pencil grips)

Providing specialized equipment (e.g., built-up handled spoons, adaptive scissors) as recommended by an occupational therapist or physical therapist to help children be more independent

Making room for specialized equipment (e.g., walker) or assistive technology (e.g., communication board)

Creating individualized visual materials to help children to take part in daily routines (e.g., flip book)

assistive technology
Any item, service, equipment, or product system-whether acquired commercially, specially designed, or created via changes to an existing product-that is used to increase, maintain, or improve the functional capabilities in the daily life of an individual with a disability; comes in two forms, devices and services.
communication board
A form of assistive technology, these displays consist of photographs, symbols, words/phrases, or any combination of these designed to make language visible and accessible for individuals with speech impairments.

A simple book that uses pictures or symbols to help children to participate and follow daily routines (e.g., bathroom procedures, wash hands, lunch).

Did You Know?

When they make items like pencils grips or specialized scissors available for all children, teachers avoid making certain children stand out.

Listen as Abby Green talks about how she arranges the physical environmental to help the children understand classroom expectations. Then listen as Ilene Schwartz talks about the concept of Universal Design for Learning in an early childhood environment.

Abby Green-Taylor, MEd
Teacher III / KidTalk Coach
Susan Gray School
Vanderbilt University

(time: 1:24)

Ilene Schwartz, PhD
Professor, Special Education
Director, Haring Center for Research and Training in Inclusive Education
University of Washington

(time: 1:42)

Transcript: Abby Green-Taylor, MEd

I use environmental arrangement to show which toys are available or not available and make sure that anything visible is accessible and available upon appropriate requests. Everything else will be out of sight, so there's nothing tempting or to promote problem behaviors. We let the children know through the environment what their expectations are. This is an activity where we'll sit at a table, or we'll put circles on the carpet where they'll sit during story time. We'll use the green squares on the floor to signify where they'll stand to line up. That lets them know where to be, and therefore they're successful in their environment.

The environment's always set up where there is free play going on, as well as one to two other activities, so that children have the opportunity to choose within their environment where they can be the most successful at a given time. I don't put any materials out that I'm not going to let them use, and so I don't limit in that way. In the past, I've used a choice board where there's four pieces of Velcro, and the children have their own owls, and that will tell them that four people can be at a given center. And that works well. In our new setup, I don't have to limit because I always have enough choices open, and I make sure that there are enough activities going on.

Transcript: Ilene Schwartz, PhD

When we think about Universal Design for Learning, one of the most simple ways to think about that is that there are multiple ways to solve a problem, multiple ways to address a problem, multiple ways to get to the core of what we're trying to accomplish. And that's so important when we think about environments. The best example for this is when we think about how our society now uses curb cuts. Curb cuts and rounds were developed and are mandated for people who use wheelchairs or have other kinds of mobility challenges. But anyone with a stroller or a rolling suitcase can appreciate how much they benefit from those rounds or curb cuts. The same happens in an early childhood environment. We may put carpet squares out at circle time to help some children understand where their body needs to be, but those carpet squares can benefit all children. We may label every cubby in the classroom where everything needs to go. Those labels help children who are learning to read, those who are learning English. They can have benefits for all kinds of children. So one of the things when we think about Universal Design for Learning is that supports that we put in place for some children may benefit all children and may even benefit them in ways that we don't understand..

Additional Considerations for Infants and Young Toddlers

Teachers have a great deal of control over what infants and young toddlers (i.e., birth-24 months) experience in the physical environment. This is at least in part to the fact that infants and young toddlers depend on adults for their mobility. Because of this, arranging a classroom for infants and toddlers requires some specific considerations in addition to those described above. These include:

Keeping all appropriate materials in the environment accessible to infants and toddlers so that they can explore on their own and therefore develop independence and initiative.

Creating spaces where children can crawl and walk. Self-initiated movement is essential to a young child's emotional development. Crawling to a desired toy and picking it up helps a young child to develop feelings of self-confidence and achievement.

Providing safe lofts and climbing structures to support the development of motor skills.

Listen as Rob Corso explains why it is so important for teachers to create a nurturing and responsive environment for infants and toddlers (time: 1:40).

Transcript: Rob Corso, PhD

For infants and young toddlers, teachers really control pretty much everything they experience. So what they see, what they smell, what they touch. The key for effective environments for infants and young toddlers is really to embrace the concept of nurturing and responsive caregiving, which is a combination of relationships in the environment. The adult behaviors lay the foundation for healthy development of infants and young children. The environment and the curriculum are really blended together for how well caregivers can be responsive for the daily routines of mealtime, naptime, diaper changing. So how conducive the environment is for caregivers to be able to respond quickly and appropriately to the needs of infants and young children is really the core of what makes something a high-quality environment. In addition, for infants and young children high-quality environments have to have spaces for them to explore freely and safely in ways that are interesting and engaging, calm, and can promote interactions between adults and children, as well as children and other children. The environment for infants and young children is all about how to make sure caregivers can form close and secure relationships with the children. When adults are caring and responsive and consistent, infants and young children learn that they're valued and that the world is satisfying and predictable, so this is really all part of the environment for infants and young children.

Research Shows

Environments that have been carefully and effectively arranged and maintained can significantly increase positive peer-to-peer interactions.

Using toys or activities that support social interaction (e.g., wagons, painting a mural) and grouping children with social delays with their more social peers can dramatically affect the frequency and duration of positive peer interactions.
(Bovey, T., & Strain, P. 2005)

High-Quality

Less-Supportive

In this high-quality environment:

The bookshelves, easels, and other furniture are used to break the room into small centers.

A variety of materials are available and accessible to children.

Visuals are placed at eye-level to support children in understanding the day's schedules and routines.

Window shades are fully open to take advantage of natural light. A lamp and string of lights help to further offset the fluorescent light in the room.

In this less-supportive environment:

The wide-open space* and uniform carpet color are not supportive in helping children to know what to do.

The areas are not separated.

The cubbies are poorly organized.

The visuals are placed well above the children's eye-level.

* Note: This teacher may need more open space if one of her children uses a wheelchair. If this is the case, decisions regarding space must be carefully considered taking into account the children in the classroom.

Activity

Review the picture of the preschool classroom below and discuss the strengths of the physical arrangement, as well as some possible changes you could make to improve it.

Click here for feedback.

Strengths:

Sufficient number of centers

Utilizes the bookshelves, easels, and other furniture to break the room into small centers

A large variety and quantity of materials are available and accessible to children allowing them to play independently or work in small groups

Visuals placed at eye-level

Needs improvement:

Centers could be better defined to limit open spaces

Create a quiet area with soft materials (e.g., rug, pillows, bean bag chairs)

Post family pictures on the walls at eye-level

Make sure space allows for full participation and access for all children

Add labels to identify centers

Increase natural lighting (if possible)

# data[].attributes.attachment_link.description
The term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child.