As we prepare for another school year to begin, there are some important things to remember to ensure a smooth transition from home to school.  An effective classroom consists of a well organized and engaging environment, predictable scheduling, consistent routines and clear expectations.

A well organized and engaging classroom consists of developmentally appropriate practices, materials and activities.  If the children in the classroom are engaged with interesting activities and materials that are appropriate for their developmental levels, they will be less likely to engage in challenging behaviors.  

When designing effective classroom environments, consider structuring the arrangement to promote engagement of appropriate behaviors.  Some strategies include, but are not limited to, arranging the classroom furniture and materials to provide visual monitoring of the children, creating an environment that considers children's sensitivity to light, temperature, and noise level, facilitating smooth transitions from one activity or part of the day to another, and providing materials that promote engagement, mastery and independence.  Arranging the environment so children have access to toys and materials fosters their independence.  

Building positive relationships with children also effects the classroom environment.  Create an accepting environment that encourages children to engage in learning activities.

Creating and teaching the daily schedule helps communicate to children the organization of daily activities and routines.  Young children benefit from the use of visual cues or photographs of the day's activities and routines.  When organizing your daily schedule, consider offering time for large and small group activities, active and quiet activities, structuring transition time in an activity, embedding choices throughout the schedule (free choice time) and daily routines, such as mealtimes. If an activity requires multiple steps, include picture cues for children so the expectations are clear.

Routines and expectations provide structure to the classroom for both children and adults.  Rituals and routines provide verbal and non-verbal cues and prompts for learning appropriate behaviors. Routines may be songs, rhymes, games and movements that reinforce the expectations. When these routines are taught over time through much practice and embedded into the daily schedule, children learn them.  For example, the teacher may teach the expectations for lining up and then review those expectations each time the children line up.  To begin, teachers need to teach the lining up expectations in small steps with positive feedback and encouragement, repeated over time. This practice may help with transition time challenging behaviors.

When children understand what is expected and are provided the opportunity and support to practice appropriate behaviors they are more likely to enjoy and be successful in school!

When preparing the environment for young children, you may find the following checklist helpful: