Running head: LITERATURE REVIEW 1

Literature Review: Standard 3 – “Changing Behaviors by Changing the Classroom

Environment”

Samantha A. Yazzie

National University
LITERATURE REVIEW 2

Abstract

In the following paper, a review of the article will be completed, “Changing Behaviors by

Changing the Classroom Environment”. The article analyzes the classroom environment and its

effect on disruptive student behaviors. It provides analysis of a case study conducted in which a

teacher’s class was observed and modified according to the teacher’s needs.
LITERATURE REVIEW 3

Literature Review: Standard 3

According to Guardino & Fullerton (2010), “by collecting data on students’

engagement during instruction, disruptive behavior, and teacher observations, teachers can

identify which physical aspects of their classroom need to be improved” (p. 8). Teachers must

deal with challenging and disruptive behaviors, and this wastes time for the students and teacher.

They lose instructional time. Teachers struggle to find classroom management strategies that

prevent the behaviors, are easy to implement and are effective (Guardino & Fullerton, 2010, p.

8). While working to implement the strategies again, time is lost, with failed strategies and

disruptions. Martella, Nelson, & Marchand-Martella (2003) report, “a well-organized classroom

permits more positive interactions between teacher and children, reducing the probability that

challenging behaviors will occur (as cited in Guardino & Fullerton, 2010, p. 9). The well-

designed classroom arrangement is a not a fix all as there is minimal research on the effect that

classroom environment has on behavior and learning.

There is a three-stage process to implementing modifications to the classroom. First the

teacher must observe and take notes on the set up of the classroom and where disruptive

behaviors are occurring. The teacher will then review possible changes that could take place in

the classroom. Bullard (2010), Guardino (2008), Lawry, Danko & Strain (1999) noted classroom

space can be modified in a number of ways which may include: defining learning areas,

improving accessibility of materials, making sure there is ample space for most visited areas of

the room and organizing materials (as cited in Guardino & Fullerton, 2010, p.10). Once the

modifications are complete, teachers will assess their set ups using questions to understand how

changes are working.

LITERATURE REVIEW 4

Ms. Thompson was the subject of a case study. Her school was in an urban area which

performs below average on state standards. Her fourth-grade class demonstrated high levels of

disruptive behaviors, including: profanities, throwing objects, hitting, pushing and disrespect for

the teacher. The study began with two weeks of data collection. Once this was complete, Ms.

Thompson was consulted and the types of environmental changes that would make the most

impact were discussed. Some of the changes that occurred were seat arrangement, addition of

group space, making clear paths and providing chair bags. Before the modifications, there was

too much congestion around areas of the room as students needed supplies. Following the

modifications, there were four more weeks of data collection. The results of the study showed a

gain of almost 45% in academic engagement. Disruptive behaviors did show a decrease.

Teachers can seek assistance from peers to gain feedback through class observations.

Most times the classroom set up will change over time based on the type of learning or student

behaviors. As stated by Guardino & Fullerton (2010), “ultimately teachers have the freedom to

design their classrooms; by incorporating evidence-based modifications, the end result is a more

positive classroom environment for all” (p. 13).

References
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Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom

environment. Teaching Exceptional Children, 42(6), 8-13. Retrieved from

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