Classroom Management

The Physical Environment

Portions of this presentation taken from Elementary Classroom Management by Carol Weinstein and Andrew Mignano, Jr.
 SIX FUNCTIONS
 Security and Shelter

 Social Contact

 Symbolic Identification

 Task Instrumentality

 Pleasure

 Growth
 SECURITY and SHELTER
 First on our “hierarchy of needs”
 Be familiar with regulations (fire code, health
codes, etc.)
 Know emergency procedures (and PRACTICE
them)
 Incorporate “softness”
 Attend to temperature, lighting, noise, and other
possible “distracters”
TIP: Use suspension rods and flat sheets to conceal cubbies and
material storage.
 SOCIAL CONTACT
 Can we talk to our neighbor?
 Can we work with a partner?
 Are you able to reach every child
(physically)?
 Is there an “action zone”?

TIP: A teacher on his feet is worth ten on his seat.

 SYMBOLIC IDENTIFICATION
 “All About Your Teacher”
 Student work samples
-Not graded
-Represents EVERY child (or rotates)
 Incorporate “softness”
 Attend to temperature, lighting, noise, and other
possible “distracters”

TIP: Use material to cover bulletin boards instead of paper…

it’s more durable, colorful, and comes in a variety of patterns.
 TASK INSTRUMENTALITY
 Consider each student’s viewpoint (literally)
 Make “multi-tasking” as easy as possible
 How will you use the resources in your room?
 Establish spaces in your room dedicated to
specific tasks (i.e. “Check-In”, teacher desk, etc.)
 Work to increase independence
 LABEL, LABEL, LABEL (watch “Clean
Sweep”)
TIP: Use small tool boxes (the ones with the draws) or closet
shoe holders (the ones with shoe slips) to house materials
students may need (i.e., flashcards, pencils, paper, etc.)
 PLEASURE
 Consider all five senses (your and your students’)
 Find a balance between attractiveness,
usefulness, and your sanity
 Incorporate student likes and dislikes

TIP: “Are you a friend of education?”

 GROWTH
 Transform bulleting boards into learning boards
 Build your classroom resources (library –
fiction/nonfiction, reference materials,
manipulatives, games, etc.)
 Are your resources “open” or “closed”?
 Bring the world to your classroom

TIP: Use parent volunteers that are not able to come into the
classroom to make games such as flashcards, memory, simple
board games, etc.
 LAYOUT 1
 Security and Shelter
 Social Contact
 Symbolic
Identification
 Task Instrumentality
 Pleasure
 Growth
 LAYOUT 2
 Security and Shelter
 Social Contact
 Symbolic
Identification
 Task Instrumentality
 Pleasure
 Growth
 LAYOUT 3
 Security and Shelter
 Social Contact
 Symbolic
Identification
 Task Instrumentality
 Pleasure
 Growth
 LAYOUT 4
 Security and Shelter
 Social Contact
 Symbolic
Identification
 Task Instrumentality
 Pleasure
 Growth
 LAYOUT 5
 Security and Shelter
 Social Contact
 Symbolic
Identification
 Task Instrumentality
 Pleasure
 Growth
 LAYOUT 6
 Security and Shelter
 Social Contact
 Symbolic
Identification
 Task Instrumentality
 Pleasure
 Growth