Module 1

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Positive Classroom Practices:

Design a Safe Environment

Positive Classroom Practices

Summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms. 

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Center on PBIS. (2022). Supporting and responding to student’s social, emotional, and behavioral needs: Evidence-based practices for educators (Version 2.0). Center on PBIS, University of Oregon. www.pbis.org.

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Supporting and Responding to Students’ SEB Needs 

Page 10

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Practices to Create

Positive Teaching and Learning Environments

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Let’s focus on Design a Safe Environment

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Designing a Safe Environment: �Critical Features

1. Design classroom layout to facilitate the most typical instructional activities (e.g., small groups, whole groups, learning centers).
2. Arrange furniture to allow for proximity and smooth teacher and student movement. Consider unique student needs and ensure accessibility.
3. Assure instructional materials are neat, orderly, and ready for use by all students.
4. Post visuals that support critical content and learning practices (e.g., word walls, steps for writing process, mathematical formulas), and reflect diversity of the classroom community.

• Design classroom layout to facilitate the most typical instructional activities (e.g., small groups, whole groups, learning centers).

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In elementary school settings, create a classroom layout that matches the type of activity taking place, for example: �- Large circle for whole group discussion

• Areas for learning centers
• A calming space to engage in self-regulation strategies, when needed

• Design classroom layout to facilitate the most typical instructional activities (e.g., small groups, whole groups, learning centers).

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In secondary school settings, create a classroom layout that matches the type of activity taking place, for example: �- Forward facing for whole group instruction �- Circle area for small group instruction

2. Arrange furniture to allow for proximity and smooth teacher and student movement. Consider unique student needs and ensure accessibility.

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• Ensure all students, including students in wheelchairs or with a range of mobility needs, can move around the space and access materials.
• Use universal design to create an environment that works for all.
• To promote equity, ensure that the room is set up for active supervision, meaning that adults can actively supervise all parts of the classroom

3. Assure instructional materials are neat, orderly, and ready for use by all students.

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Design an environment that provides easy access to materials.

Create spaces for student storage (e.g., backpacks, computers, supplies).

Consider using a cart if you are moving between classrooms or other spaces.

4. Post visuals that support critical content and learning practices (e.g., word walls, steps for writing process, mathematical formulas), and reflect diversity of the classroom community.

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• Have ample space between displays
• Avoid the temptation to add lots of decorations, students’ work, and overloading on posters
• Add visual aids such as maps, charts, and diagrams that reinforce lessons and are easy on the eyes
• Decorate with purpose. Reflect students’ culture in visuals.

4. Post visuals that support critical content and learning practices (e.g., word walls, steps for writing process, mathematical formulas), and reflect diversity of the classroom community.

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Do Not:

• Try to fit EVERYTHING from lessons onto bulletin boards.
• Have small or hard to read (e.g. cursive) fonts on posters
• Cover up all of your walls with posters/students’ work
• Cover up windows with posters and/or students’ work (Let the natural light in!)
• Have excessive decor that is not related to lessons or student well-being

ACTIVITY 1 : Review, Reflect, & Revise

• Review the critical features with designing a safe classroom.
• Reflect on what your current classroom looks like.
• Revise using the classroom layout examples. SKETCH OUT what a more cohesive and safe classroom would look like for you and your students?
• Share your classroom layout modifications with a trusted colleague. Get feedback and revise.

The classroom is set up in groups. You are giving instructions to an activity that requires independent work at first and then group work later. Student A is talking over you while you are giving directions, but you manage to finish delivering instructions. During the independent work time, they continue to talk and make jokes about what happened at lunch. You give the student multiple warnings, but they do not listen. What do you do in order to try to minimize Student A’s disruptions given the classroom layout?

ACTIVITY 2 : Discuss a Scenario

Do you…

1. Place the student next to your desk, where you can watch them closely.
2. Place the student next to a more quieter student in hopes that they will be less disruptive.
3. Place the student in front of a wall to minimize distractions and disruptions for the other students.
4. Place the student next to a more attentive student in hopes that they will redirect their focus to the task at hand.

Let us discuss each option:

• Place the student next to your desk: This might escalate the situation instead of diminishing the students disruptive behavior. On the other hand, Student A might be less disruptive, but in retaliation won’t do their work.
• Place the student next to a more quieter student: This is a good option. It will not exclude the student from their peers, but it will separate them from other peers that might be encouraging the disruptive behavior.
• Place the student in front of a wall: This completely isolates the student from their peers. Although, this option seems like it will help the child focus on their independent work it alienates them completely from their peers.
• Place the student next to a more attentive student: This is also a good option. It places Student A next to a student that does not entice their disruptive behavior. The attentive student’s concentration on the assignment might influence Student A to redirect their attention to the assignment, as well.

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Thank you!

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Please contact Lindsay Fallon, Ph.D. (lindsay.fallon@umb.edu) with any questions.

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Created by Lindsay Fallon, Adam Feinberg, Julia Kausel, Diana Laenen, Andrea Molina Palacios & Emily Romero

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April 2023