Starting a New Classroom: Where to Begin

It is not uncommon for teachers (new or seasoned) to feel overwhelmed with all the tasks needed to start a new classroom. Consider using the Watson Classroom Planning Checklist (see resources below). This checklist prioritizes the minimum that should occur in a start up classroom. It includes the following 5 sections:

1) IEP At a Glance

2) Independent Work Stations

3) Centers

4) Schedules

5) Data collection

The Watson Classroom Planning Checklist helps teachers prioritize the tasks that ought to happen when developing a new classroom.

• Child's Age: 6-10, 11-13, 14-17
• Planning Effort: High
• Difficulty Level: Moderate

Classroom resources and materials

Student IEPs

1.  Develop an IEP AT A GLANCE for each of your students.

• This should be limited to 1 page and include the following sections: 1) bulleted goals, 2) strengths,  3) motivators, and 4) specially designed instruction.
• These documents should be posted for classroom staff to have quick access to along with student data sheets. This document can also be shared with inclusion and specials teachers.
• The document is utilized to create the classroom including centers and independent work jobs.
• See Documents and Related Resources for related situation on this site.

2.  Develop  independent work stations for each of your students.

• Work stations are organized with some symbol the student can access to denote beginning and end.
• A picture or written cue or object is provided at the end of the visual system to denote what happens when the work is completed.
• Visual organization for each station is provided (bins, shelving, etc. )
• An organizational system for independent work storage has been developed.
• See Documents and Related Resources for link to a related situation on this site.

3.  Develop learning centers.

• A minimum of 5 centers from a possible 9 should be available.  Possibilities include Language Master, Listening Center, Writing Center, Manipulative center, Sensory Area, Quiet/Leisure area (books, magazines, CD player), Art area, Leisure for older students with games, books, magazines, CD’s, academic centers, work task centers.
• Clearly label center areas with visual supports as needed.
• Choose materials based on information about the student from IEP at a Glance.

4.  Develop Schedules (Schedules are a very important task to accomplish at the start of school as students begin to recognize and take comfort in the routines and activities in their environment.)

• Develop a  visual schedule of the general day and post were it is visible and can be accessed.
• Develop  an individual schedule appropriate to each student that can be accessed daily.
• Develop a schedule for paraprofessionals and other support staff and post.
• If Velcro pictures are used as schedules, develop an organized storage system.

5.  Develop Data system(s).

• Develop a system ( i.e., clipboard, notebook, or other organized system)  for each student.
• Develop data sheets that are prepared and ready to use for each GOAL/objective/benchmark on the IEP.