CREATING AN OPTIMAL ENVIRONMENT

Focus on classroom organization at the beginning of the year:

1. Plan activities to personalize students' entry into your room (be at

the door, welcome letter)
2. Meet with all the parents early on - they want to see you and know
who will be working so closely with their child
3. Classroom set up: arrange materials in a predictable manner that are
easy for students to access
4. Organize and label all materials. Labeling is essential for students
who are learning a second language and are in the preproduction or
early prediction stages.
5. Make the classroom feel like home. Adding a few plants, softer
lighting and dedicated areas for a reading library can help.
6. The classroom set up should include a personal space for each child
that belongs to them only. Examples of this are name tags on desks,
lockers, pouches over the back of each chair, and a book box for
each child's independent reading from IPICK or Reading Karate.
7. Have a predictable daily schedule that you post in the classroom. If
your students are non-readers, use pictures to show the order of the
day.
8. Develop a classroom discipline plan that follows your management
plan and students can easily understand.
 9. Give students specific jobs and responsibilities makes it a student
centered classroom.
10. Design the classroom so that there are areas for both social interaction
and quiet areas not associated with punishment.
11. Create a positive environment by regularly using classroom awards to
promote motivation.

FACILITATING TRANSITIONS WITH CLASSROOM

SETUP AND ROUTINES

12. Plan a predictable daily schedule with activities that are appropriate
in length for your age groups.
13. Schedule longer blocks of time in the classroom to minimize
transitions.
14. Give a "heads-up" before a transition is going to occur.
15. Develop transition activities to help children switch gears (a song,
calling student numbers, a quick game).
16. Ask students to repeat instructions back to you.
17. Use multi-modal signals to prepare children for transitions. This is
particularly important for different learning styles.
18. Practice transitions through modeling and repetition. Show the
students desired and undesired behaviors that are expected as part
of all classroom routines.
ESSENTIAL ACTIVITIES THAT REQUIRE ROUTINES

19. Beginning the day

20. Entering and exiting the classroom
21. Heading papers
22. Sharpening pencils or retrieving supplies
23. Collecting and handing out papers
24. Leaving the classroom for a bathroom or drink break

25. Signaling the teacher during guided reading time

26. Asking a question

27. Tornado, hurricane, fire or lock-down procedures

28. What to do when finishing work early

29. Lunch and attendance count

30. Snack time, if needed

31. Cleaning the room; when to perform classroom jobs

32. Dismissal