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Managing the classroom environment - Coggle Diagram
Managing the classroom environment
Features of the physical environment.
Children need to be able to move freely between furniture & displays.
Quieter areas to be sectioned off from the noisier activities - reduces distractions.
A 'time out' spot should be identified.
Storage is at child height as well as everyday items like pencils/crayons - ensures they're accessible to children.
Natural lighting is better for concentration & mood - also is important for children with visual impairments.
If the classroom is too warm, children will likely feel irritable & lethargic.
Security - ensure children can't leave the room/building on their own.
Display general information on a noticeboard.
Label everything with words/pictures.
Managing staff.
Practitioners should work together to create a calm, comfortable & welcoming learning environment.
Children usually mimic adult behaviours - practitioners should be good role models.
The TA's main role is to identify needs & support those children.
Additional needs can have a huge impact on behavioural difficulties - careful attention is required to identify needs & develop prevention methods.
Visual representations can encourage a deeper knowledge of routine & understanding for everyday events - TAs could pay close attention to children who need visual assistance.
TAs should consider the language they use to deal with children with behavioural difficulties - they should also promote language when working with children with additional needs.
Unacceptable behaviour should be dealt with swiftly in accordance with the school's behaviour policy & not ignored.
Strategies for children with behavioural difficulties.
Using a visual timetable.
Adults should help children to make choices by themselves by only giving two options to choose from initially & increasing this as the child becomes more able.
Children who are struggling with behaviour should have a behaviour plan put in place - this should be done with the support of the parents.
All settings should have rules displayed visually in the classroom.
Using a stop sign for children if they are starting to display unwanted behaviours.
Use visual signs for stop, look & listen.
Time outs can be used.
Use a child's name when you are highlighting positive behaviours.
Start with rewarding positive behaviors every time.
Communicating
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When communicating with children, it is good to use positive language to make it clear about the expected behaviour.
It is best to use a calm & clear voice.
It is important to be assertive & tell the children what you would like them to do when communicating to get a legitimate response from the child.
When giving children instructions, it is best to give one or two at a time & let the child complete the first task before you give the next instruction.
When communicating, you can't assume that the child has understood what you want them to do - you should always check their understanding, e.g. through questioning.
It is important not to talk about children or their families while they can overhear you, unless it is to praise them - if possible provide somewhere discreet for parents/carers to talk to you in private.