Student Contributor: M. Gil Mendoza
Planning for high traffic area tool is helpful by organizing the classroom in a way where all things that will be used during group work is widely separated from each other, have plenty of space, and easy to get to for students if they are moving around a lot.
(1) This tool should be used when you are having students work together in groups for a specific assignment and you want to make sure all the supplies they are going to be using are available and easily accessible. A few key points I would like to add are: have students assign each other positions to make things run smoother. Each person will have a duty, 1 student will grab the paper, another will grab the stapler, and the other will stay at the table or area and start putting ideas together, and so on. (2) The experience I have with using this tool is within the classroom where Gus assigns us a partner with a grouping tool and then has 1 partner go up grab materials needed and the other will think of ideas.
(1)This tool aligns with Preventative phase most because it is trying to prevent any collisions, mix’s ups, and congestion in the classroom setting when working in groups or individually. This tool relates to the Supportive phase by making sure students have all the appliances they will need in designated areas and that they are aware of it. This tool relates to the Corrective phase by being organized and allowing the students who need movement be aware of where the thing they need are and can maneuver their way to them while still being able to move around without congestion the areas. (2) I fit this preventative tool into the collaborative and teacher directed theories. For teacher directed it fits well because the teacher is the one who is organizing the classroom in such a way that will help students avoid congestion when working in groups. Collaborative because students would have to follow the organization of the classroom but would be allowed to suggest where certain things might go for easier accessibility for everyone.
More Information –
Tool Source: Kovalik, S., & Olsen, K. (2005) Exceeding expectations: A user’s guide to implementing brain research in the classroom (3rd. ed.). Federal Way, WA: Books for Educators, Inc.
