-third grader 

-distracted during independent work time

-not completing or completing work haphazardly

-IEP suggests seating new chalkboard

-teacher wants to rearrange classroom to help increase the quantity of time on-task independent work occurs, and increase the number of assignments completed

Strategies: 

-minimizing distractions

-maximizing access

-matching the arrangement to lesson purpose

-missed much of her first year due to medical reasons 

-diagnosed with syndrome that is characterized by fragile bones

-simple jostling or bumps can result in broken bones

-separately seated near teacher desk

-allows for a place to put her walker

-academically progressing with peers

-social interaction below grade level

-teacher wants to move Cheri to help achieve these goals: increase her positive interactions with peers and increase her safe movement to and from the group table for small group reading instruction and into and out of the classroom

Strategies: 

-maximizing access

-movement with ease

-active

-in constant motion

-teacher tries to get Marcus refocused on his independent work

-teacher noticed there were several distractions that would cause him to be off task

-teacher plans to rearrange classroom and is seating position to help him meet the following goals: increase the quantity of time on task during independent work, increase the number of independent assignments completed, decrease the number of interruptions too the small group instruction

Strategies: 

-minimize distractions

-maximize access

-matching arrangement to lesson purpose

-movement with ease

-SPED students

-teacher requested these students be place at separate seating locations

-Robert needs to be near chalkboard to see written material and demonstrations, easily distracted by other students, likes to help teacher

-Latisha is shy, easily pulled off task by distractions and specifically computers, pretends to be on task when she doesn’t understand or isn’t interested

-Helen is talkative, tries to monopolize teachers attention, strong reader

-Paulo love science, gets along with other students, works well in groups, has a crush on Latisha

Strategies:

-minimizing distractions

-maximizing access

-matching arrangement to lesson purpose

-movement with ease

-2 hours in standard classroom

-classroom interaction typically in pairs or group work

-teacher believe her strengths with help compensate for her difficulty in reading

-she is a reluctant reader

-areas of strengths: participates well in group activities, has a strong interest in science and social studies, follows directions well

-minimizing distractions world in tandem with maximizing access

-items, equipments, and individuals can be distracting

-preventing distractions helps decrease misbehavior, but is even more effective when replaced by positive teacher statements

-high traffic areas need to be arranged to avoid congestion and to minimize the distraction their use causes

tips:

-identify potential distractions

-arrange student seating to avoid distractions

-move items, equipment and individuals as needed to minimize distractions

-teacher interaction with students is connected to seating location

-students facing an instructional area have easier access to it

-effective teacher monitoring requires frequent movement throughout classroom and constant lines of sight to each student

tips: 

-create clear line of sight for students to instruction and you to students

-arrange seating in a way that allows you to move through classroom

-group seating arrangements can increase student social interaction

-seating in rows can increase the quantity of independent student work completed

-flexibility in room arrangement enables a variety of instructional formats to be used

-room arrangements that don’t match lesson purposed can be distracting to students 

tips:

-select the lesson purpose and format

-select a room arrangement that supports the lesson purpose

-teach students to arrange classroom for specific lesson formats

-arrangement should allow teacher to interact with every student 

tips:

-arrange furniture and equipment in the classroom to create walking space between and around these items as needed

-anticipate special circumstances

-put items and supplies that are frequently used in easy to access places

-remove unused or unnecessary equipment and furniture from the classroom