C - Context
When organising a classroom, the first aspect a teacher must ensure is classroom layout that supports their diverse learner (Standard 1.1, Standard 1.2, and Standard 1.3). At SNR7, within the Primary Small Class, it consists of 21 students which year levels range from year 2 to 7. When creating and adjusting the classroom layout, I had to take into consideration my individual students and their needs, what displays are needed to best benefit their learning and why and how to incorporate their substantial and extensive visual and structured adjustments outlined in their One Plan and NCCD data plans. When developing all structures and routines within the classroom layout, I had to consider individual students physical, social and intellectual development and characteristics as well as incorporating evidence based programs and strategies to support students with complex needs (Standard 6.1 and Standard 6.4). A - Actions When I was creating an inclusive environment, for this to be successful I have:
By creating and implementing visuals, structures and systems within the classroom layout, this has contributed to:
E - Evaluation By developing a consistent and predictable classroom layout, this has allowed students to come to school more regulated than if systems and structures were not in place. By taking into consideration of every individual student's academic and social and emotional needs, all visuals, systems and structures have been incorporated to support students physical, social and intellectual development and characteristics. As most students within the primary small class have an identified learning and/or physical disability, I have ensured that I have designed and implemented layouts that support the full participation of all of my students. When moving further into my career, I want to build upon my knowledge of how to incorporate my student's interests of what they want their classroom layout to be, what visuals would best benefit them as learners, and what makes a successful classroom layout. S - Standards (AITSL) 1.1, 1.2, 1.3, 1.5, 1.6 3.3, 3.4, 3.5 4.1, 4.3, 4.4, 4.5 5.4 6.1, 6.4 |
Evidence A 2.1 - This table layout has individual student desk mats which display their names with correct letter formations and letter structuring on the lines, 2D shapes and colours, number line to 30, days of the week, months of the year, left and right and the alphabet with visuals. These desk mats were explicitly taught and shown to students on how they can be used independently during learning time. On the tables is also students individual positive reinforcements plus any other visuals needed that is outlined in their One Plans. In the middle is also a visual timetable.
Evidence A 2.2 - This table layout is on a senior table. This table also has the desk mats outlined in evidence A 2.1. There is a visual timetable in the middle and also some visual cues for students which were explicitly taught and a teacher/sso goes through with the students before playtime. Evidence A 2.3 - This table layout has the desk mats as well. It also has a visual timetable, and an individual positive reinforcement. On this table it also has a first/then chart to support a student in having small structured achievable learning tasks throughout the day. Evidence A 2.4 - On the floor in the classroom are set seating spots. This is to allow for maximum focus time on the floor during explicit teaching time. Some spots have been placed as according to the One Plans, others have been placed through teacher observations. Evidence A 2.5 - This is a line up list placed outside by the classroom door. The students have been placed in a specific spot. Once students are lined up in their order as a class we do a sound off where they chant their number. Evidence A 2.6 - These are the student lockers. Each locker has their name and line up number. Students were explicitly taught about their lockers and every Friday fortnight students clean their lockers. Evidence A 2.7 - This is the SMARTAR goal wall and where the headphones are. This area is easily accessible for students to grab a set of headphones, some sets of headphones are allocated to students as this is outlined in their One Plan. Evidence A 2.8 - This is the front of the classroom. All student seating is set to face the front of the classroom if possible. Displays are set up at the front and are referred to throughout the day. Evidence A 2.9 - This is the 5-point scale that students check in each morning and throughout the day. A teacher/sso checks in with students with a debrief if students have put their picture up higher on the 5-point scale. Evidence A 2.10 - This is the star chart which students can easily see in the classroom. Students can earn 2 stars a day for completing work and showing the set SM2 expectations which are next to the star chart. Students who get 2 stars, after lunch get to choose their free choice activity for activity time. If students get 1 or no stars, the teacher chooses a calming, sensory, or a support activity for the student dependent on the need that needs to be supported. Evidence A 2.11 - This is the PomPom jar. This jar is used to show students the power of collaboration. Each size of PomPom represents a different thing for the classroom. The smallest PomPom's are individual work, next size up is positive feedback through What's the Buzz, size after that is positive Outside Play and the biggest is working as a team. Once filled to the top, students get to participate in the end of term activity. |