Classroom Organisation Policy

Classroom Organisation Policy

RATIONALE

Good classroom organisation and management can positively influence the way in which children interact and participate in school life.

All teachers are responsible for the management of their own working areas. They should organise their classrooms efficiently, deploy their resources well and make them accessible and stimulating environments for pupils. Relationships should be relaxed but purposeful and the overall atmosphere should promote the highest possible standards of work and behaviour.

‘Effective Primary Schools’ H.M. Inspectors of Schools (1989)

CLASSROOM STRUCTURE

·  The classroom should be bright, stimulating and welcoming.

·  The main curricular areas in the class e.g. Language {which should contain a story writing area\wall}, Maths, Environmental Studies, Expressive Arts and R.E. should be set out, labelled and with all resources organised and easily accessible to both staff and children.

·  Golden Rules and class rules should be discussed, taught and displayed.

·  Tables should be arranged in rectangular form with all children having an unobstructed view of the blackboard. Any alteration to this classroom layout will be discussed with either the D.H.T. or H.T.

·  Groups may be structured socially or by ability.

·  The number of groups will vary according to the range and ability in each class but, where possible, the number of groups for mathematics and language should be limited to 3 or 4.

·  No child will be isolated unless very disruptive – and this would only be done as a short-term measure (See school Promoting Positive Behaviour Policy).

·  The pupils must be aware of the routines they should follow when engaged in group work;

1. How to collect and return resources;
2. What to do if they need help;
3. What to do if they finish work (‘more of the same’ is not an incentive);
4. Where to place finished work;

Effective planning is required to ensure that groups can work independently of the teacher.

ORGANISATION AND USE OF MATERIALS AND EQUIPMENT

In the classroom all, materials, equipment and resources should have a fixed place, which is accessed easily and safely by all pupils and organised as follows:

·  Labelled notices for all trays, storage areas etc.

·  Trays to be labelled as per group, either by colour or annotation.

·  Labelled areas for completed work.

·  Trays to be kept clean tidy and free of graffiti and stickers.

·  Group pencils, pens, crayons, sharpeners, and erasers to be stored in group desk tidies and tubs.

·  Text books to be stored in fixed areas that can be accessed easily – not in pupils’ trays.

·  Textbooks to be kept in good order and unmarked.

·  All work to be dated – jotters, workbooks, worksheets, artwork – allowing pupils’ progress to be monitored more effectively.

·  The record pages of workbooks to be kept up to date.

·  The use of sharp pencils and rulers to be encouraged.

·  From Primary 2, pupils to be trained in the use of rulers.

To ensure classes are properly cleaned at night teachers and children should spend time tidying areas and clearing desks and work surfaces before leaving.

Remember the old adage: Everything in its place and a place for everything.

CLASS LIBRARY

The class library should be kept in good order at all times. The library should be labelled and attractive with books laid out and uncluttered. All fiction should be colour coded as follows:

Red – A Challenging Read.

Yellow - A Good Read

Green – An Easy Read

All library books selected by pupils should be noted in the class record book (date borrowed and date returned should be noted with the books title and author’s name).

Pupils must be trained in the use of both the class and school library.

Class monitors are to be selected and trained to maintain the class library in good order.

SCHOOL LIBRARY

The books in the School Library are available for consultation by individuals and groups at all times. Children must be encouraged to use the library regularly developing effective research skills. Our library has been set up to introduce pupils to the general layout and organisation of public libraries, reinforcing the value of a library as a resource for personal search and enjoyment.

The library has 3 main sections:

1.  Reference Section

2.  Non-Fiction Section – Dewey Classified

3.  Fiction Section – alphabetically ordered

Reference books must not be removed from the library.

·  Children must be trained in the use of the library.

·  The seating in the library is only to be used by groups of pupils who are involved in research work.

·  Encyclopaedias must not be removed from the library.

·  Non-fiction books used for personal reading or topic work may be borrowed at any time.

·  Fiction can be borrowed during a class designated library time.

PRESENTATION OF WORK

·  Jotters are to be kept in a neat and clean condition.

·  They should be labelled on the front cover by the teacher with the pupil’s name, the subject title and the date.

·  Jotters must always be free of graffiti.

·  At the beginning of each day’s work the date should be written on the far left of the page (inside the margin of language jotters and the title of the work written next to the date (other side of the margin) – date and title to be underlined with a ruler.

e.g. 12-10-00 Handwriting Page 15

·  For written language, sentence work should be numbered, with a new line for each sentence.

·  In mathematics jotters the same format is to be used but without the margin.

·  Mathematics work is to be numbered using the Heinemann textbook system:

e.g. 12-10-00 H4 Page 15

1. a 27 b 35 c 48

2. a 45 b 55 c 65 d 75 e 85

3. a 65 b 88

-23 -44

42  44

·  All lines in mathematical work are to be drawn with the use of a ruler.

·  After the completion of the day’s work a line should be drawn across the page and the next day’s work started immediately below the line.

·  A new page should be taken only when there is less than 3-4 lines left at the bottom of a page when new work is being started – not a new page every day/exercise.

·  There should be no missing pages.

·  Throughout the session the S.M.T. will carry out jotter inspections. The aim of this exercise is to monitor teaching and learning and conformity to school policy.

·  The teacher will be notified of check and purpose in advance.

All current jotters, workbooks and work folders are to be maintained in good condition and passed on to each receiving teacher as the child progresses through the school. A list of jotters to be used at each stage is available. (Appendix 1&2)

MANAGEMENT OF CHILDREN’S WORK

Children should work purposefully and have a clear understanding of what the teacher expects of them.

Programmes of learning activities should be devised for individuals/groups of pupils to ensure that each child is gainfully employed.

Classroom routines should be established for:

·  Collecting and giving out work

·  Gaining access to and returning materials and equipment from resource areas

·  Moving from whole-class work to individual and group work

·  Correcting children’s work

·  Attempts should be made by teachers to avoid unnecessary interruptions to class work by:

·  Ensuring all children have sufficient work at an appropriate level of difficulty

·  Providing activities that children can do when their work is completed

·  Ensuring that children know routines (for work, changing for gym, stopping work for interval, using resources, moving through the school).

Children should receive constructive feedback from teachers on aspects of their work.

Their enquiries/problems should be dealt with either as they arise or at an appropriate time.

They should have growing responsibility, as they move through the school for organising their own work.

TASK BOARDS

Children should be trained to work independently from task boards to allow the teacher to concentrate on teaching individual groups or children.

Each day the Task Board is to be changed, detailing the daily programme of work for the whole class and individual groups. Teaching groups are to be indicated with a T on the board.

Children must have a clear understanding of what the teacher expects of them. Colour coding in the lower stages will allow younger children to have access to task boards. In all stages the boards must be kept simple and not overloaded with too many tasks.

TEACHING AND LEARNING METHODS AND APPROACHES

Within each classroom, there should be a balance in the use of teaching and learning methods, which should include the following:

1. Use of explanation and demonstration, as appropriate, with whole class, groups or individuals.

Opportunities for dialogue between teacher and pupil and among pupils themselves.

Enquiry learning, which allows children to observe, experiment, interpret findings, draw conclusions, record/report their findings.

Expression and communication of findings, feelings, opinions and values through a variety of media:

·  Visual art, drama, debate, writing, music, play.

·  Opportunities for practical activities.

·  Opportunities for practice and reinforcement.

·  Structured play activities for children, particularly at the early stages.

·  Opportunities to learn through games.

1. Continuity in the teaching and learning methods used in all curricular areas throughout the school.(Refer to relevant Curriculum Policy)
2. Appropriate teaching and learning methods for children with special learning needs, again with continuity and making full use of support for learning framework. (Refer to Support For Learning Policy)
3. Learners should be encouraged to develop self-discipline and esteem and co-operation

with others. (Refer to Promoting Positive Behaviour Policy)

PLANNING A CLASS PROGRAMME

1.  Organise the classroom in such a way that the children know exactly where everything is situated.

2.  Organise your working areas.

3.  Organise your groups.

4.  Organise the resources and equipment.

5.  Determine the amount of work each group is to cover.

6.  Decide which pieces of work children can do independently.

7.  Organise back-up activities.

8.  Detail the work to be covered on the task board.

9.  Always teach ahead – any work done by children is an assessment of the teacher’s

teaching and the child’s understanding.

10.  Train the children to collect and return material when they are finished – train the children to be tidy. If we aren’t tidy – neither will they!

Always set high but realistic standards.

At all times the classroom should be bright, alive and stimulating, with the teacher and children making it so.

DAILY PLANNER

The Daily Planner will show all the work to be covered on a particular day, detailing specific lessons to be taught and activities to be undertaken in each subject. This planning must take account of the needs and abilities of all children and should allow children to experience individual, group and class activities. Teachers must plan the allocation of their direct teaching and should indicate such activities by a T on the planner.

The Daily Planner is to be completed, at least, one day in advance, allowing the teacher sufficient time to ensure that appropriate and sufficient resources are available to implement the planned teaching programme.

The Daily Planner must be available, at all times, in the classroom and should be kept on the teacher’s desk – this will allow class programmes to be maintained in the event of a teacher’s absence.

The class register is to be kept with the daily planner.

The Forward Plan is used to determine the Daily Plan.

In general terms it is not enough to list the subject being taught only. Staff must be specific about the programme for each group where appropriate and the resources being used e.g.

Language

An outline of programme will include a full list of activities with book, page numbers, exercises, worksheets etc for each group.

Mathematics

As with Language above. However, any computer software used should also be listed for specific group.

Expressive Arts

Be specific about the lesson being taught e.g.

PE – Games Skills – lesson 2

Music – Silver Burdett page, point and page number is required.

Environmental Studies

An outline of the day’s activities for each group, where appropriate.

R.E.

List lesson and page number from Veritas / Alive O, any prayers being taught and other resources being used if any.

Computing

List subject area, software and group working on the computer.

Homework

Note homework being given daily.

Please begin each day on a new page.

FORWARD PLAN

The Forward Plan has a dual facility. It is used for long term planning for a whole school session to ensure that there is a balanced coverage of the curriculum. It is also used for shorter term planning to allow teachers to plan programmes of work, which take immediate account of the needs and abilities of all children.

Forward Plans will be completed 4 times per year and monitored by the S.M.T. on an ongoing basis. Dates will be given in advance.

The Forward Planner should be kept in order as per contents page.

The Current plan for each subject should be placed at the beginning of each section.

Prior to completion of any plan, full reference must be made to the appropriate attainment targets in each curricular area (5-14 Guidelines) to ensure that programmes of work are suitable, continuous and progressive. Lessons and activities, which are directed towards the achievement of these targets, are to be detailed.

A master set of Planning Sheets is available in the Conference Room.

The Forward Plan should always be available in school to ensure that, in the event of a teacher’s absence, the planned class programme of work is not disrupted. It is the teacher’s responsibility to ensure that the plan is available.

It is a working document and therefore work/progress should be ticked and commented upon when completed.

School guidelines on structure and balance within the curriculum follow national guidelines.