Classroom Patterns
Classroom arrangements, as well as patter, are essential aspects of creating a conducive learning environment for any kid. Classrooms act as a channel to moving a student from one level to another and therefore are significant areas of a kid’s life as well as its development. Classroom arrangements involve the furniture arrangements, materials location, displays as well as fixed elements.
A good class organization involves a well laid out pattern that is appealing to the eye. In arranging furniture, there should be space in between to allow for navigation of the students as well as considering those with special needs. In terms of materials location, one should be able to access them quickly to avoid commotions (Brock et al.,2016). The disturbances in class often create noise, which acts as a distractor, which might hinder the ease of learning as well as carry away the attention of some students. The pattern should allow for ease of interaction among the students as well as a comfortable working space, which should also be large enough to incorporate all the student’s activities.
Kids with autism tend to appreciate and understand routines better; therefore, their teachers’ creation would be beneficial. One such measure would be a visual timetable that reminds the kids of their next class. The sensory sensitivity materials that scare them should be put away, and those that amuse them, such as electronics or even unicorns, can be tagged along in the classroom (Mostafa, 2018). Rules should be well stipulated and reasonable to allow the students to follow without much follow-up. Unbecoming students should be held accountable for their actions and punished accordingly. In doing so, the cases of bad behaviors will be brought to a stop.
References
Brock, M. E., Biggs, E. E., Carter, E. W., Cattey, G. N., & Raley, K. S. (2016). Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms. The Journal of Special Education, 49(4), 221-232.
Mostafa, M. (2018). DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS. ArchNet-IJAR, 12(3).