Minimizing Distractions
Abstract In the Case Study I we find a student named Edward that has been distracted lately. He has an IEP that states he needs to be seated by the chalkboard where the instructions are written for independent work time. However, the classroom arrangement is not effective for Edward to accomplish his goals. Too many distractions are in place and his teacher needs to reassess the seating chart. Through research and studies we will be able to arrange the classroom to help Edward meet his IEP goals.
Minimizing Distractions When examining the layout of the classroom, three or more distractions are evident that can be distracting Edward. First would be the setting of desks, his desk is adjacent to three other peers. For a childlike Edward this seating arrangement will only bring him distractions by him wanting to converse with peers or just by his peers moving and making noise. Second would be the round table in the classroom, it is located close to his seat. If the teacher has reading groups or remediation time with students there, his attention will not be on his seatwork but on what is going on in the group. Third would be the trash can’s location. …show more content…
The trash can is considered “High traffic areas” (SS p.10) students going up to sharpen their pencils would be a constant distraction for Edward. For Edward’s teacher to help him focus on his seatwork the teacher would have to “arrange student seating to avoid these distractions.” (SS p.10)
Maximizing Access There are two hindrances when viewing the seating chart for instructional access.
One is his seat, he is given his teacher his back constantly. Even though he is sitting in the front he is still given his back. According to the Star Sheet students “with their backs to instruction can avoid participation” (SS p. 11). The second is he is not in the middle. “Those students seated at the front of the room and down its center are more likely to receive attention from the teacher.” (SS p.11) Even though his teacher needs to move throughout the room to make sure she has interaction with all students, studies have shown the action zone is where students receive the most attention. That is where Edward needs to be, front and center facing the
teacher.
Matching Room Arrangement to Lesson Purpose Edward’s problem is that he is not completing his seat work during independent work time. According to research “seating in rows can increase the quantity of independent student work completed.” (SS p. 13) Edward’s current seating arrangement has him given his back to his teacher, is adjacent to three other students and is not in the center. The best seating arrangement would be A on page 14 of the Star Sheet. The seats are set up in rows and there are no peers adjacent to him that would distract him. The trash can is in the back of the room and as long as he is seated front and center he will have constant teacher attention.
Minimizing Distractions When examining the layout of the classroom, three or more distractions are evident that can be distracting Edward. First would be the setting of desks, his desk is adjacent to three other peers. For a childlike Edward this seating arrangement will only bring him distractions by him wanting to converse with peers or just by his peers moving and making noise. Second would be the round table in the classroom, it is located close to his seat. If the teacher has reading groups or remediation time with students there, his attention will not be on his seatwork but on what is going on in the group. Third would be the trash can’s location. …show more content…
The trash can is considered “High traffic areas” (SS p.10) students going up to sharpen their pencils would be a constant distraction for Edward. For Edward’s teacher to help him focus on his seatwork the teacher would have to “arrange student seating to avoid these distractions.” (SS p.10)
Maximizing Access There are two hindrances when viewing the seating chart for instructional access.
One is his seat, he is given his teacher his back constantly. Even though he is sitting in the front he is still given his back. According to the Star Sheet students “with their backs to instruction can avoid participation” (SS p. 11). The second is he is not in the middle. “Those students seated at the front of the room and down its center are more likely to receive attention from the teacher.” (SS p.11) Even though his teacher needs to move throughout the room to make sure she has interaction with all students, studies have shown the action zone is where students receive the most attention. That is where Edward needs to be, front and center facing the
teacher.
Matching Room Arrangement to Lesson Purpose Edward’s problem is that he is not completing his seat work during independent work time. According to research “seating in rows can increase the quantity of independent student work completed.” (SS p. 13) Edward’s current seating arrangement has him given his back to his teacher, is adjacent to three other students and is not in the center. The best seating arrangement would be A on page 14 of the Star Sheet. The seats are set up in rows and there are no peers adjacent to him that would distract him. The trash can is in the back of the room and as long as he is seated front and center he will have constant teacher attention.