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ENVIRONMENTAL ARRANGEMENT

• Develop centers with boundaries
• Arrange furniture as to avoid long corridors, this will prevent running.
• Separate academic areas from areas where freeplay occurs
• Provide enough materials for the number of children permitted in each area
• Rotate toys and materials to reduce boredom

CLASSROOM RULES

• Posted
• Child freindly (use of pictures)
• Simple
• Positive
• Few in number
• Reviewed several times a day
• Referred to in the moment
• Applied consistently
  
  EXAMPLES OF CLASSROOM RULES
  -Keep hands and feet to self
  -Walking feet in the classroom
  -Use indoor voice
  -Share toys and materials

SCHEDULE / ROUTINE

• A posted schedule that is child friendly
• Refer to posted schedule during transitions
• Use of transitional warnings
  ("When the timer goes off in 1 minute, it will be time to clean up.)
• Use of a time rto indicate transition times
• Alternate long, active periods with short, quiet periods
• Alternate short, teacher-directed activities with long, child-initiated activities
• Plan what each adult will do during transition times
• Reduce length of transition time so that there is less waiting

LARGE GROUP INSTRUCTION

• Length should be short:
  5-10 minutes for toddlers
  10-15 minutes for preschoolers
• Some children only have the ability to sit for a couple of minutes and these children may require a different plan
• If possible, have additional teaching staff sit near students who are having difficulty
• Organize circle to promote participation and attending
• Use activities that engate all of the students
• Keep a quick pace
• Reinforce individual students frequently for attending

SMALL GROUP INSTRUCTION

• Activity should be organized into logical steps
• Materials for each step should be provided when the previous step ahs been completed
• Directions should be short and simple
• Develop activities that are hands-on
• Individualize based on children's skill level
• Individualize the activity based on student's interests

INDIVIDUAL INSTRUCTION

• Many children with behavioral or attention difficulties have more success while engaged in 1 on 1 instruction
• The best time to work on individual skills is during freeplay when you can pull them aside for 5-10 minutes

FREEPLAY

• Teachers should facilitate learning and social skills during freeplay
• Make sure all children have an opportunity to play in each center
• Have children plan their play
• Limit the number of children in each play area

OTHER SUGGESTIONS

• Utilize additional adults for students who require more individual attention (e.g., volunteers)
• Adults in the environment should play with children to facilitate learning
• Provide choices throughout the day
• Incorporate student interests into all activities
• Be flexible and have alternative activities available if children are not understanding or interested in the current activity
• Provide reminders of expectations prior to beginning a new activity