Procedure and Classroom Management

Universal Design for Learning and What Teachers Need

Two friends stitched on a quilt on a quilt display at the Oregon Trail Museum in Montpelier, Idaho.

I had lunch with a dear friend this week. We’ve known each other since junior high and have shared experiences ranging from editing our student high-school literary magazine, to attempting to sleep under the stars at church youth camp in what turned out to be a night of downpour and lightning, to helping our own children navigate school in spite of barriers and special circumstances.

Our careers have taken roundabout pathways, and we have both found our passion in teaching—especially in research-based, effective pedagogy.

Over lunch we started talking about Universal Design for Learning. I love this topic and wasn’t surprised to find that my friend had made it the topic of her master’s thesis!

What is Universal Design for Learning?

It’s easiest to understand if you think first about Universal Design for architecture. Remember the days before wheelchair ramps were readily available? Doors were not automatic. It was difficult for anyone with physical limitations to get where they needed to be.

The Americans with Disabilities Act changed things for the better. Older buildings had to be retrofitted with wheelchair access, automatic doors, etc. But sometimes that meant adding a wheelchair ramp on the back side of the building! Not very inviting to someone in a wheelchair.

Newer buildings are built with Universal Design—an idea that includes everyone and gives everyone equal access to a building and its amenities. Architects and interior designers plan from the start so that anyone, no matter their age or physical limitations, can equitably use a building. Ramps, where needed, are incorporated into main, front walkways. Doors are automatic. Sinks and paper towels are also automatic.

Once put in place, these accommodations have added benefits beyond social justice and inclusion. For example, automated doors and sinks limit the spread of germs.

Universal Design for Learning is also inclusive. As the architect of my lesson plans, I can predict in advance what types of needs I will be trying to meet in my classroom. I know before I ever see my rolls that in a class of 35 students, I am likely to have about 4 students with an IEP, about 5 students with a 504 plan, 1-2 English language learners (that number would be higher in other schools where I have worked), and 1-2 students with food allergies (which is important, because I teach foods units). I will have kinesthetic learners, learners who don’t want to work with peers, and learners who need creative challenges, among others.

Because I can predict the types of students I will have in my classroom, I can plan beforehand to meet all their needs. I can offer accommodations to all students that help them feel safe, respected, and honored in my classroom. Students who don’t need or want accommodations don’t have to use them, but for those who need them, they never have to ask. These accommodations affect both the classroom environment and my lesson planning.

Flexible seating is one small step in classroom environment for Universal Design. Personalized Learning with lots of choice is important in lesson planning. Activities with a variety of ways both to access information and to demonstrate learning include all students.

Thinking in terms of Universal Design sounds at first like it makes my job more complicated, but in the long run, it saves me a lot of time and stress. My students are happier because they feel understood. They are more likely to be on task and engaged and less likely to exhibit behavioral problems.

I loved having lunch with my friend this week, not only because it’s great to catch up, but also because of the way we can provide positive support for each other as teachers. This is a valuable friendship to me.

I’ve noticed something over the last year when I’m on social media. Almost every time I’m scrolling through a feed, I see articles with titles like, “Teachers are Leaving Schools in Large Numbers,” and “Teacher Shortage Crisis Deepens.” Some of the titles hint at toxic positivity in schools or point to the things that are exhausting teachers.

And guess what?! I don’t need someone to point out the flaws in education. I think most teachers can figure out on their own what is sending them home each night exhausted. We know why we went into teaching. We know why we love it. We know when it’s hard. And it is hard.

Seeing article after article about why teachers are leaving can have a detrimental effect on teachers and the teaching profession. It sends this message to teachers: “Oh, people are getting out? Maybe I should look at getting out too.” That’s not a productive message to send.

There are a few things that keep me going as a teacher. One is having the opportunity to collaborate with other strong teachers. When we get together and share solutions, I feel like I can go back to my classroom better equipped to do what I need to do.

Another thing that keeps me going is the kids. I can see when I’m doing good for them, and it makes me happy. A few times every year, I get thank-you notes with sincere and specific messages. Sometimes they come from students and sometimes they come from parents. I keep those notes and refer to them when I need a boost.

I’m fortunate to have supportive administrators and good friends in education. I believe in what I do.

No doubt legislators could do more to support teachers and keep them in the classroom. Increase pay and benefits. Decrease class size and workloads. Avoid legislation that overburdens teachers.

The fact is that if nothing happens, there will not be effective and well-trained teachers in our children’s futures.

Meanwhile, I have a request for those of you writing articles about education.

Give me more positive education articles and stories to read about.

What Does Learner Centered Mean?

I had the opportunity this week to share ideas on a panel with Learner Centered Collaborative: https://learnercentered.org/

I love the ideas on their website. Kelsey Payne from Learner Centered Collaborative moderated the discussion, and she had sent me the questions in advance. The conversation was fantastic. If you ever want some great PD, spend some time collaborating—really listening and accepting ideas from other teachers who are embracing innovative, learner-centered practices.

During the discussion I was unable to take notes, so I’m not going to share the ideas the other teachers shared and risk misrepresenting their ideas, but because I had the questions in advance, I had taken time to write some notes for myself, and I would like to share what learner centered means to me.

Learner centered means that any student can access what is happening in my classroom, regardless of ability level, background, English-language-learner status, struggles with anxiety or ADHD or other disabilities, etc. It is fully inclusive.

Why is it important to set that tone at the beginning of the school year?

Setting the tone of learner centered is like creating an unwritten pact with my students. It tells them that I see them individually and will honor their needs. It invites them to trust me and stay with me, even when learning is hard, because I offer them a safe space to explore, to challenge themselves, and to make mistakes.

What are some concrete examples that put learners at the center right from day one?

Small things in the classroom environment let students know they are at the center right from the start. These include flexible seating options and choice in where and with whom to sit. My classroom policies and procedures are inclusive and compassionate. That includes bathroom and break policies. I don’t require students to give up a “ticket” or points or lose citizenship for going to the bathroom during my class. I tell them, “You know what your physical body needs, and I don’t. However, if you need to go, please wait until I’ve finished talking, and please let me know you’re going. After all, I’m responsible for you when you’re in my classroom.” I also let them know that if they ask to go at the same time every day (just as we’re getting to work), then that’s a different need and a different discussion. I’ve had 7^th and 8^th graders act surprised that I allow them so much freedom. I think I am simply allowing them their dignity and humanity. Students should be free to take care of their physical needs.

I also find that it’s beneficial to use universal design for learning. In any class I might have 5-7 students with IEP’s, and another handful with 504’s. I know that I also have students with undiagnosed anxiety, ADHD, sensory integration issues, and other needs. I have a child of my own with an IEP, and although I know that accommodations can help, I know that my child will never ask for accommodations. I have had other students with IEP’s and 504’s tell me that they do not want special accommodations, which would make them look different from their peers. Instead of making accommodations awkward and targeted to specific students, I offer the same accommodations for everyone—extended time, breaks as needed, breaking large tasks into smaller tasks as needed, using visual representations or hands-on, kinesthetic activities, collaborating with team members, etc. Students who don’t need the accommodations don’t use them. However, by making the accommodations available to all my students, I am not hurting anyone, and those who can benefit from the accommodations will benefit from them. Providing accommodations allows me to have high expectations for students while letting them know that I am on their side.

What advice do I have for others who are shifting to more learner-centered practices?

It’s ok to start small and build slowly. There’s no shame in being at a starting place. But find a place and start. Examine your practices and ask yourself questions like, how can I be more inclusive? How can I offer more choice? How can I provide multiple entry points for students to access the curriculum? And how can I allow students unlimited ways, or their own best ways, to show what they know and can do? Most of all, how can I allow students the joy of showing creativity as they also show competency? I hope I continue to look at my practices every year and keep improving in ways that bless students and honor their needs.

The last question Kelsey asked was how can administrators help? I love this question! I think administrators can send a clear message that learner centered may not be what we’ve done in the past, but we’re celebrating it now. During my first year of teaching, I was a 2^nd-grade teacher at a Title I school with some strict schoolwide policies on what things should look like in a classroom. We had rules and expectations about what it looked like for students to be engaged, and those expectations included what the teacher was saying and how the students responded. In fact, observers were trained to count student responses—how many per minute, whether those were call-backs, thumbs up for understanding, or just keeping their eyes on the teacher. It wasn’t effective, and it wasn’t engaging. But it was ingrained in us. One day my students were working on a math assignment after I had taught a lesson. An administrator came in to observe, and I knew what was expected, so I re-taught the lesson with the students bored and bewildered about why we were doing the same thing again. I knew it was a waste of precious time, but I had to meet that standard. Several months later, a coach was in my classroom and had finished her lesson and started the kids on some work when her supervisor came in to observe her. I watched as the coach did exactly what I had done, repeating the lesson she had already taught. And I was saddened again to see this happen.

Fast forward seven years. I had gained a lot of experience and confidence with my teaching skills and abilities as well as my own beliefs about what I value in teaching. We were at the end of a trimester, and my students were finishing their final sewing projects. As class started, I saw my administrator enter the back of the room. “This is going to be chaos,” I thought, “But I only have time to do what I know we have to do.” I told the kids this was the last day, and I knew they were all in different places with their projects and final work. I told them that I would go quickly down the roll and tell them exactly what I needed from each of them. They listened while I quickly told each of them my expectations for the day. Then I said, “Ready, Go!”

Students jumped out of their chairs. Some got supplies. Some lined up to ask questions and get guidance. Some started working on their computers, completing missing assignments.

After 20 minutes, my administrator left. The observation report from that day was one of my best and most complimentary ever!

I would tell administrators to verbally let teachers know that they want to see learners at the center in the classroom. That will build teacher confidence in this type of teaching.

At one of the State trainings I attended last week I heard a presenter say that the best compliment a teacher can receive is to have an administrator walk into a classroom and say, “Where is the teacher?” I’ve had that happen several times as I’ve been sitting and working with one small group of students while others were working independently or in collaborative groups.

Kelsey ended the panel discussion with encouragement to be willing to show up and be brave. I didn’t catch the exact quote, but the idea was that those who are willing to show up and be brave, not perfect, are paving the way forward for others. There are days when I am honestly terrified, but I believe I’m doing what is best for students. I’m happy there are other teachers who are willing to join me.

Flexible Seating on a Budget in a Junior High Classroom

Flexible seating is just one way to help students feel safe, wanted, and respected in the classroom, but how do you make it work in junior high, especially when funding is limited? I’ve used flexible seating for several years, both in elementary and junior high school. If you want to try flexible seating I would say, just like with everything else, start simple.

One of the easiest ways to start is with a few yoga balls. Along with other items, these have gone up in price over the last few years, but you don’t need many of them to get a start on flexible seating. I get mine on Amazon. If you’re a Utah teacher, you can use “Class Wallet” money to buy them. Right now I have 6 in my classroom. They will need to be replaced from time to time, but having just a few makes buying and replacing them manageable. The 65 centimeter size is a great size for junior high school.

Not all teachers like yoga balls. The up-and-down or swaying movement makes some teachers dizzy. That’s another great reason to start small until you know if this option will work for you. If you are going to use yoga balls, you have to set up some rules, and you’ll also have to be careful how you present the whole thing to students. Junior high boys will snicker if you get the wording wrong. When I share my expectations with the kids, I always talk about “yoga seats.” That helps avoid problems. And here are the rules. Yoga seats are on a first-come, first served basis with no saving and no fighting. Yoga seats are seats, not toys. They should not be dribbled or thrown. It’s ok to get movement on a yoga seat, but it’s not ok to distract others. Yoga seats are not for doing the “Superman,” or rolling under the table and kicking your neighbor. If someone is sitting on a yoga seat, nobody else should kick that seat. If you are sitting on a yoga seat, you can’t bang it on the sides with your hands or otherwise make noise with it. If any student has difficulty meeting my expectations with a yoga seat, I will ask them to put it away. The kids understand my rules, and I’m consistent in enforcing those rules.

Not all students like yoga balls, which is another reason to start small. I have a handful of students in every classroom who can benefit from the movement that comes with sitting on a yoga ball, but many students are irritated by that movement. I’ve added other options to my seating to allow all students to find something that matches their personality.

Most of my students choose to sit in traditional student chairs at one of my 7 classroom tables where students work in teams. Each team usually has 5 students, but I have some larger classes where I have to have 6 students on some teams. I can lower the size of my teams by moving a few students to my soft seating area. I always have students volunteer for these soft saucer chairs, which are quite comfortable, and which I also found on Amazon. This is a great seating area for students who want less movement or want to be away from distractions.

The “tall table” is another option. I can almost predict the personality of students who will choose to sit at the “tall table.” Some will be rowdy or more likely to need redirection to stay on task. Often these kids are independent and creative thinkers.

For a few years my tall table was a regular classroom table on risers, just like the kind you could use to raise up a bed. The table was less stable that way, and even on risers, it wasn’t tall enough for me to use as a cutting table when I’m cutting fabric. This year my principal agreed to purchase a 36″ Nasco cutting table for my classroom. I absolutely love this cutting table! It saves my back when I have to cut fabric, and it’s a great surface for students working as well. The Nasco table has a larger surface area than the other tables in my classroom, and because some students naturally gravitate to that tall table, I often have 6 students seated on 24″ stools there.

I let students choose their seats on the first day of class with the understanding that if there is a problem, I will change their places. I also change their seating from time to time if I need to adjust teams for various projects. When I do adjust seating, I try to keep student preference for types of seating in mind.

Last week we started our third and last trimester of the year, which means that I am meeting four new classes of 7th graders for the first time. I have one student who came to class on the first day anxious and unsure about staying. I noticed how this student swayed and rocked while talking to me and asked the student if it would be more comfortable to sit on a yoga ball. The student lit up. Sometimes students have needs that I can easily meet by providing legitimate movement, and I’m happy to be able to do so. Every student can succeed. My challenge is to find a way to make that success possible.

Building Unity and Inclusion from Day 1 of a Semester

This is a picture of my favorite bulletin board. It changes every time I get new students in my classes as I soon will when we start a new semester. On the day that I greet new students, I tell them this story.

In our family, we all have different favorite flavors of ice cream. My husband’s favorite is Rocky Road, but he’s so kind, if I ask him to buy ice cream, he’ll buy everyone else’s favorite flavor. My kids like Cookies ‘n’ Cream, Cookie Dough, or Mint Chocolate Chip. I used to practically live on chocolate—at least until I was diagnosed with an ulcer a few years back. My doctor told me that for some people, chocolate is a reflux trigger. I was in a lot of pain, and I decided to give up all the trigger foods in my diet. I didn’t think I could give up chocolate, but I did it! And even better, the pain is gone! As much as I love chocolate (and can still enjoy the smell) I haven’t eaten chocolate in a few years and don’t want to go back. When I want a frozen treat for myself, I buy fat-free vanilla frozen yogurt, and I’ve learned to love it.

If we have 10 people in a room, we might find 10 different favorite flavors of ice cream. Whether you like all those flavors or not, you can’t say that there’s a bad flavor of ice cream. There is a flavor I don’t like. I think it’s called Bordeaux Cherry—the one with little frozen cherry chunks in it. I think that flavor is gross, but some people must like it, or it wouldn’t be available at the store. There just isn’t a bad flavor of ice cream.

People are kind of like ice cream. I let my students know that you’ll find different backgrounds, skin colors, ethnicities, religious preferences, gender identity, lifestyles, mannerisms, social skills, abilities, humor, language, etc. And you might not like every flavor, but there just isn’t a bad flavor of person. In my classroom, I expect every student to treat every other student as worthy of respect. I expect all my students to honor each other’s differences and make my classroom a safe and welcome place to be.

The first day of a semester always requires time explaining policy and procedure. Rather than expecting my students to sit still and listen through all that (they won’t), I give them something productive to do with their hands while I talk. I tell them they can make one of these people for my “Every Flavor” bulletin board. I provide the figures as well as colored pencils and scissors. They get to work and I can teach what I need to teach.

If you want to replicate my bulletin board, you can find outlines for people online. Look for free croquis (figures for fashion drawing). I tell my students that I want them to draw a figure that shows their personality. I point out that I’ve got a lot of variety on my board—sports figures, TV and movie characters, students from a variety of cultures, etc. Students may draw what they want on their figure, as long as it is school appropriate. I tell them that if it’s not school appropriate, it won’t end up on my board, but it will end up being a conversation with the office and their parents. They don’t push me on that, so I really haven’t had problems. I add in that I won’t put up figures dripping blood or with anything coming out of their nose or mouth. These are some of the things you have to explain to 7^th and 8^th graders, so you get what you want. I also tell them I don’t care which gender figure they choose, keeping in mind that their finished drawing must be school appropriate. Once or twice, I’ve had boys draw female figures that looked demeaning toward women. When I asked the boys to tell me about their drawings, they quickly threw those figures away. In contrast I’ve had a few students make high-quality, respectful drawings of non-binary figures.

Once the figures go on the board, I often see kids standing in front of the board just looking and pointing to their own person or pointing out what they notice. Students seem proud of the cohesiveness that comes from this diverse collection. I’m proud of the diversity they are willing to share because I see it as evidence that they feel that my classroom is a safe place to be.

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