Marcus is a very active second grader. He is continuously moving, whether tapping his pencil, adjusting his seating, sharpening his pencil, shooting baskets with his trash, or walking through the room. During independent work, Marcus’s constant motion is often evidence that he is off-task. This is particularly the case when his teacher is working with a small group at the group table. The teacher interrupts the small group on a regular basis to try to get Marcus refocused on his independent work.
Marcus’s teacher made a sketch (below) of the classroom and recognized that there were several distractions that might encourage Marcus to be off-task. The teacher is planning to rearrange the classroom and/or Marcus’s seating position (starred) to help him meet the following goals in four weeks:
• Increase the quantity of time on-task during independent work
• Increase the number of independent assignments completed
• Decrease the number of interruptions to the small group instruction
POSSIBLE STRATEGIES
• Minimizing distractions
• Maximizing access
• Matching arrangement to lesson purpose
• Movement with ease
ASSIGNMENT
• Review the STAR sheets on each possible strategy.
• Identify three things to move (items, equipment, and individuals) in the classroom sketch above that are possible distractions for Marcus.
• Explain: 1) what three things you would move in this classroom; 2) why you would move them (including which strategy(ies) you are using); 3) and how your three changes to the classroom will help Marcus meet his goals.