KENTUCKY CENTER FOR
INSTRUCTIONAL DISCIPLINE
Classroom PBIS:
Designing Physical Space
SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS
AND SUPPORT:
ADDRESSING THE BEHAVIOR OF ALL STUDENTS
Training Matrix
Expectation
Participation at
In-service
Activities and
Assignment
Completion
Peer Collaboration Action Planning
and Follow
Through
Activities
Be Respectful
Listen, process
and
ask reflective
questions
Reflect on each
staff member’s
experience and
expertise
Support your
colleagues by
offering your best
ideas
Consider the
benefits of
completing
activities and
seeking peer
coaching
Be Responsible
Contribute to
learning of all
Follow through
with assignments
Be a peer coach
Utilize the
activities and
seek to apply
your learning
Training Objectives
 Reflect on arrangements of classrooms and
how they support student management
 Understand and apply knowledge of physical
space arrangement, proximity, supervision,
and schedules to support student learning
Agenda (60 minutes)
 Opening/Objectives (10 minutes)
 Classroom Design Introduction (20 minutes)


Activity #1: Classroom Snapshot
Activity #2: Self-Assessment
 Classroom Structure (10 minutes)

Activity #3: Classroom Structure
 Scheduling (10 minutes)

Activity #4: Schedule
 Give 1, Get 1 (5 minutes)

Activity #5: Give 1, Get 1
 Summary/Next Steps (5 minutes)
Activity #1: Classroom Snapshot
Place your finger in the
spot where
problem behaviors are
most likely. WHY??
Graphic from Alabaman Dept. of Education at
http://web.utk.edu/~mccay/apdm/classmgt/credits.htm
Classroom Design
A classroom with a well-designed
physical layout increases the likelihood
of student learning and helps to
promote higher levels of appropriate
student behaviors
Ahrentzen & Evans, 1984
Arranging the Room
Mobility and proximity are powerful tools
in classroom management
 Proximity sets limits on disruption and
allows for academic and behavioral error
correction and positive reinforcement
 Building positive rapport = being
approachable
 Allows the teacher to move from one
student to another with the fewest steps
Pre-Assessment
Teacher
Accountability
1. Moving the Room
o Create a diagram of current
o
o
o
o
o
classroom set-up
Track your movement in the room
for 1 hour by placing an “X” where
you are standing every 10 minutes
Track where problem behaviors
occur during the same hour, then
draw a line from your position to the
location of the problem behavior
Compare your location with problem
behavior location
Repeat this process every day for one
week at different times of the
day/with different classes
Self-reflect on your current
classroom design, your movement,
and ability to meet student needs
Student Outcome
 Classroom Behavior
Incidence Forms
o
Collect the number of
minor and major
classroom referrals for 3
weeks before the training
for each teacher
Activity #2: Self-Assessment
 Complete Designing Physical Space and
Schedules Self-Assessment
 Use the self-assessment information along
with your classroom referral data and the
pre-assessment activity you completed to
track your movements vs. problem behavior
 Select
one item in each category that you feel is
important to classroom management success
 Turn to the person beside you and discuss
Classroom Structure
“Miss Marple, I need to talk to you about your seating arrangement.”
Classroom Design
Arrange the physical space in your
classroom so that it promotes positive
student/teacher interactions and reduces
the possibility of disruptions
Sprick, 2009
Classroom Structure
Classroom Structure
 Design classroom to maximize walkways and
proximity, minimize crowding, distraction and
conflict
 Easy traffic flow for all
 Adequate supervision in all areas
 High rates of feedback can be given to students
 Seating arrangements compliment type of
activity students are engaged in
Classroom Structure
Classroom Arrangement
 High Structure Classrooms are typically
used when there is/are:
 High student/teacher ratio
 Limited space
 Independent learning or test taking
 Several students with potentially disruptive
behavior
Classroom Structure
Classroom Arrangement
 High Structure Classrooms are associated with:
 Greater
task involvement
 Friendlier peer interactions
 More helpful behaviors
 More attentive behavior
 Less aggressive behavior
Huston-Stein, Friedrich-Cofer, & Susman, 1977; Morrison, 1979
Classroom Structure
Classroom Arrangement
 Low Structure Classrooms are typically used when
there is:
 Lower student/teacher ratios
 Larger classroom space
 Large group discussion, classroom meetings,
behavioral lessons with active demonstration of
skills
Classroom Structure
 Traditional matrix
arrangement
reduces studentstudent interaction
Classroom Structure
 Circular
arrangement may
facilitate student
discussion
 Allows teacher to
easily circulate
Classroom Structure
 Clusters allow
small group work
 Facilitates
collaborative
learning
Tips for Success
 Have a variety of physical arrangements
planned and diagrammed before students
arrive
 Practice setting up classroom for whole class
instruction, small group activities and small
group instruction combined with independent
work
 Plan for “desk creep” by having floor markers
or posters of seating arrangements for selfcorrection
 Protect the floor by placing old tennis balls on
the feet of chairs and desks
Activity #3: Classroom Structure
 At your tables, discuss pros and cons of the
three types of classroom structures depicted
in the previous slides
 As a group, draw a different classroom
structure
 Write down the pro’s and con’s of the
structure selected by your group
 Be prepared to share out
Classroom Scheduling
Reliable findings in educational
research clearly establish the link
between time available to learn, time
spent in learning activities, and the
actual learning that takes place
(Jensen, 2003)
Why are Schedules Important?
 Ensures that activities are as predictable
as possible
 Coordinates the classroom with the
school-wide non-negotiable schedule
 Sets the priority of classroom activities and
time devoted to learning
Flow of the Day/Class
 Identify teacher directed, independent work
and group work activities
 Maintain
balance between types of activities
 Schedule a variety of activities
 Avoid extended periods of independent work
Scheduling Considerations
 Pay attention to specific times
 Beginning
of the day
 Last five minutes of each period/lesson
 After recess or entry into class from hall
 Last hour of the day
 Dismissal
Plan Your Schedule
 Pre-determined or planned schedules
 Write
down schedule of daily subjects
 List typically occurring activities for each subject
 Time
spent on each activity
 Teacher-directed
 Independent work
 Cooperative group task
Teach Your Schedule
Actively teach your students how you
want them to move from one activity to
another or from one area of the
classroom or to another
1. Give specific directions
2. Demonstrate the procedures
3. Allow student practice to fluency
4. Provide high rates of positive feedback
Sample One Hour Lesson Plan
 One hour lesson:
 5 Minutes: Teacher-directed review
 10 Minutes: Introduction of new concepts
 10 Minutes: Teacher-directed guided practice
and/or working on assignments
 20 Minutes: Independent work/Cooperative
tasks
 10 Minutes: Teacher-directed
corrections/guided practice
 5 Minutes: Review; end class on positive note
Sample 50-Minute Lesson Plan
2 minutes
Independent warm-up exercise and attendance
5 minutes
Teacher-directed review of previous concepts
10 minutes
Teacher-directed introduction of new concepts
8 minutes
Teacher-directed guided practice, working on assignment
15 minutes
Independent work or cooperative tasks (depending on task)
5 minutes
Teacher-directed corrections and guided practice to help students identify errors or misunderstandings
5 minutes
Review; go over homework if assigned; end class on positive note
Activity #4: Schedule
Discuss these 2 questions with your grade-level
team.
1. What is your daily schedule and how do you prompt
or teach students to follow that schedule?
2. How do you distribute and collect lesson materials,
supplies, manipulatives, teaching materials, etc.
Each teacher should write down 1 new idea for
sharing out.
Summary
 Great design and clear schedules support
increased student/teacher interaction
 Every teacher/student interaction is a
teaching moment
 Make the most of those gained teaching
moments
Activity #5: Give 1, Get 1
In groups of 4 take turns selecting an item from the list below and share how you demonstrate this in
your class. Add new ideas.
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Attempt to give class and individuals 5 positive interactions to 1
negative interaction
Greet all positively at the door
Close proximity to every child within an hour– within arms reach
Demonstrate age appropriate touch (e.g. hand on shoulder, shake
hands, high five)
Demonstrate appropriate facial expressions
Demonstrate appropriate tone of voice
Body language open and welcoming
Ask open ended questions that reflect your interest in the student
Listen while students speak
Talk less than your students
Use empathy statements – act like a mirror and reflect child’s mood with
understanding
Don’t sweat the small stuff
Stay cool
Latham, G.I. (1999) Parenting with love: making a difference in a day. Logan, UT: P&T Ink.
Post-Assessment
Teacher
Accountability
Student Outcome
1. Moving the Room
 Classroom Behavior
o Create a diagram of current
o
o
o
o
classroom set-up
Track your movement in the room
for 1 hour by placing an “X” where
you are standing every 10 minutes
Track where problem behaviors
occur during the same hour, then
draw a line from your position to the
location of the problem behavior
Compare your location with problem
behavior location
Self-reflect on your current
classroom design, your movement,
and ability to meet student needs
Incidence Forms
o
Collect the number of
minor and major
classroom referrals for 3
weeks before the training
for each teacher
References
 Ahrentzen, S., & Evans, G. W., (1984). Distraction, privacy, and classroom design.
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Environment and Behavior, 16(4), 437-454.
Colvin, G. (1997). The Effective Elementary Classroom. Longmont, CO: Sopris
West.
Huston-Stein, A., Friedrich-Cofer, L., & Susman, E.J. (1977). The relation of
classroom structure to social behavior, imaginative plan, and self-regulation of
economically disadvantaged children. Child Development, 48, 908-916.
Jensen, E. (2003). Environments for Learning. San Diego, CA: Corwin Press.
Jones, F. H. (2007). Tools for Teaching. Fredric, H. Jones and Associates, Inc.
Latham, G.I. (1999). Parenting with Love: Making a Difference in a Day. Logan,
UT: P&T Ink.
Morrison, T.L. (1979). Classroom structure, work involvement, and social climate in
elementary school classrooms. Journal of Educational Psychology, 71(4), 471-477.
Sprick, R. S.(2009). CHAMPs. Eugene, OR: Pacific Northwest Publishing, Inc.