Design the physical environment to support self regulation
Suggestion for implementing the strategy ‘Collaboratively develop a safe and caring culture and climate’
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On this page:
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Go to top of current page: Design the physical environment
Go to top of current page: Design the physical environment
Design for connection
Design for connection
“The environment needs to be conducive to you making a connection so that mutual trust, respect, all those things, can occur.”
Consider sensory sensitivities
Consider sensory sensitivities
Consider how the organisation of the learning space could be a trigger for certain behaviours.
Discuss your ideas with students and develop agreed solutions.
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Possible triggers |
Possible solutions |
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Resources or materials difficult to find. |
Label and colour code resources. |
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Unpredictable noisy entry into the classroom. |
Develop classroom entry protocols. |
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Cluttered chaos of bags and coats. |
Establish a protocol for how bags will be managed. |
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Classroom layout keeps changing without warning or collaboration. |
Discuss changes with students and agree on a time frame for changes. |
Reduce anxiety
Reduce anxiety
Create peace corners
Create peace corners
Closed Captions
Self assessment
Self assessment
Are these strategies emerging, partly in place, or established in your practice?
Illustrate your response with examples from your own teaching.
- My relationships with students are warm and caring, reflecting the values of manaakitanga and whanaungatanga.
- Visual images and resources reflect and celebrate cultural diversity.
- The learning space allows ease of access and movement, and minimises crowding and distraction.
- Equipment and materials are clearly labelled, and there are established routines for students to collect and return them.
- There is a neutral space available where students can go to calm down if they need to.
Source: Ministry of Education | Te Tāhuhu o te Mātauranga (opens in a new tab/window)
Useful resources
Useful resources
Teaching for positive behaviour: Self assessment tool
Self-assessment framework to reflect on teaching approaches.
Publisher: Positive Behaviour for Learning
De-escalation spaces: Helping students manage emotions
Video showing that by creating dedicated spaces for students, it allows them to manage emotions.
Publisher: Edutopia
Next steps
More suggestions for implementing the strategy “Collaboratively develop a safe and caring culture and climate”:
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Current page Design the physical environment
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How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
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Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
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Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
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Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
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Supporting language and communication skillsShow suggestions for Supporting language and communication skills
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Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
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Enable access and participation in learningShow suggestions for Enable access and participation in learning
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Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
