It can be useful to ask a trainer or coach to observe your classroom environments and give you feedback on how these environments function. You can use this information to reflect on the appropriateness of your classroom spaces.

1. Choose a space in your classroom that you would like a coach or trainer to observe.
2. Ask that individual to sketch the classroom space on a piece of blank paper. Be sure to tell them to include furniture and important features of the classroom space (carpet, cubbies, doors, toilets, etc.).
3. Ask them to observe for at least 30 minutes. Each time a challenging behavior occurs anywhere in the classroom, ask your observer to put a tally mark in that spot on their sketch.
4. At the end of the observation, ask them to summarize where the most behaviors occurred. Discuss your data with your observer and make a plan for identifying reasons for behaviors in each setting.  Use the checklist provided to identify potential areas for growth. Work together with your coach or trainer to make changes to the environment that will prevent challenging behavior.

What to Look For:

• Arranges traffic patterns in program areas so there are no wide open spaces (except when appropriate, e.g., outdoors or in motor spaces)
• Removes obstacles that make it difficult for children with physical disabilities to move around the program
• Clearly defines boundaries in program areas
• Provides a variety of materials in all program areas
• Considers children's interests when planning materials and activities
• Makes changes and additions to program areas on a regular basis
• Effectively selects, arranges, and utilizes materials and activities that promote interactions (high interest, novel, culturally meaningful)
• Develops interaction opportunities within program routines (i.e., toileting, snack set-up, etc.)
• Monitors children's behavior and modifies plans when children lose interest in large group activities
• Plans and conducts fun small group activities
• Makes adaptations and modifications to ensure that all children can be involved in a meaningful way in any activity
• Uses a variety of ways to teach the expectations of specific activities so that all children understand them
• Structures transitions so children do not have to spend excessive time waiting with nothing to do
• Teaches children the expectations associated with transitions
• Individualizes directions about transitions so that all children understand them