organization of your classroom

A few things to think about:

  • how do you educate throughout the day?
    • small groups?
    • whole group?
    • independent work?
    • centers?
  • where will your students learn best?
    • desks?
    • floor comfort?
    • standing areas?
  • who will supply the materials?
    • students in desks?
    • communal supply?
  1. Be sure you have set ground rules and expectations.  PRACTICE these for the first few weeks of school, and slowly fade once students are demonstrating these skills.

Options for organization:

Consider having a library area that has floor seated areas, a box of floor cushions that can be moved around the room, and possibly some moveable room barriers to create small nooks for working!

have desks in rows facing the blackboard?

in small groupings of desks in the classroom?

use tables and chairs with name tags? and bags on the backs of chairs for books and supplies?

Have an area of the classroom for:

  • kleenex
  • pencils
  • scissors
  • rulers
  • pens
  • markers
  • crayons
  • etc.




Think about what feeling you want in your classroom.

Busy walls with posters and fun themes?

Simplistic colors that encourage learning, but not overwhelming?

Regular themes in the classroom, rotating materials ongoing?


This is your room that you establish for your students.  What do you want???

what behaviors do you want to see less of?

What are you seeing?

  • screaming
  • crying
  • non-compliance
  • refusing to complete work
  • refusing to comply with directions
  • running out of the classroom
  • profanity
  • aggression
  • refusing to participate

when are they happening?

  • same time of day?
  • every time there is a direction?
  • during the same courses?

why are they happening?

  • child is behind in the grade level content
  • child is embarrassed to share their knowledge
  • child is unsure of the directions
  • is the child hungry?
  • is the child lacking parenting and wants sympathy?


Collecting more data about WHAT, WHEN and WHY these behaviors are  happening, so you can best identify a treatment plan!


Think about what happened before the behavior (that you can observe), what did the behavior look like, and how did you react?


What happened after the behavior?

  • did you ignore the child’s behavior?
  • did the child have to complete the work later by themselves?
  • did the child have to complete the work later with you?
  • did the child receive a verbal reaction (i.e. ‘it’s time to do work’, ‘hey ___, how are you?, etc.)?
  • other consequences?  If you are using a color coded behavior system, was the child immediately moved down on the ‘score chart’?


FINALLY, is the child missing the skill to complete the task or the motivation to complete the task?


Collect more data, and come back soon for more tips!

Different types of schedules in the classroom…. variety!

This is a basic schedule that can be used in a classroom or your kitchen, thus referencing specific time transitions.  If you are confident in the time frame of the transitions, and are teaching the child to self-reference the clock… this will be great.  Also consider the reading level of your child.  If they struggle to read, consider adding illustrations along with the words

Image result for visual schedule in classroom

If your child is an avid reader, but is more successful with specific identified transitions throughout the day… this written schedule would work well.  If you could does not need the specific time constraints, consider just a list of tasks and activities/transitions!

Image result for visual schedule in classroom

Beginning schedule will identify the time and ‘first/then’ illustration.  First you will complete the ‘green’, then the ‘red’, and during the tasks you can ask for help, break, or time alone in the bottom.  Great way to teach your child to stay on task, and earn a break as a reward for completion!  Also teaches daily structures in broken down steps. …more manageable!

Image result for first then schedule in classroom

The most basic schedule is ‘first’ and ‘then’.  Typically identifies a new skill that is being taught as ‘green’ and a mastered skill (or break) as ‘red’.

Image result for first then schedule in classroom

For the readers that need simplistic schedules, this is a great choice:

Image result for first then schedule in classroom

For kids that struggle with illustrations, consider using a real life object to  match to the picture and identify the transition.

Image result for object  schedule in classroom

Kids also benefit from a schedule that can be removed, and matched to the location in which they are transitioning to.

Image result for object  schedule in classroomRelated image

For non-readers, color coded schedules can also be beneficial… along with the illustration.

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File folder schedules can travel with the learner!!!!Image result for match picture to center schedule in classroom

Here is a great way to organize independent works (at home or school).

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Visual timer

Time Timer App

Great first step… establishing ground rules

What do you expect from your students?
What are your expectations of yourself?

What are the objectives for the year?
How are you going to hold everyone accountable for their learning?


Establishing ground rules is a great first step!

Think about the 3-5 rules that you want to establish in your classroom.

Set them,  present them and rehearse them daily until they are utilized independently by your students.  Remember any time there is a long weekend or extended break, spend a few days reviewing.

Some great rules in my classroom have been:

  • be respectful
  • listen to the speaker
  • raise your hand if you want to share
  • keep hands to yourself
  • be ready to learn


what will yours be??

Who’s running your classroom?

In order for your classroom to learn, they must be ready to learn.

Are they attentive?  compliant?  respectful?

These ‘learning to learn skills’ fall hand in hand with classroom management.  The theme of the rest of February and March will be establishing control in your classroom to ensure that instruction can occur.

Think about your own classroom.  Who runs it?
Who runs your classroom_ (1)