Case Study - Cluttered Desks

Introduction

The case study approach of this module has been designed to create an awareness of the general classroom behavioral problems that may be encountered on a day to day basis. The examples here are generalised and may be applied to situations other than the ones given here.

Description of the problem
The teacher tells the class to get their science books out. Most students find the book in their desk and are ready for instruction within a minute. However, three minutes later, Doug and Alison are still rummaging through loose papers, lolly wrappers, books, and toys. After waiting for Doug and Alison, the teacher gives up and helps them locate their books. Finally, instruction can begin.

Causes

Some students have never been trained in keeping an area organised or been held accountable for keeping materials organised. Organisation is a skill that need to be taught to some students, just as handwriting is a skill that must be taught. It's also possible that in some classrooms students enjoy a certain amount of attention while others help them find misplaced materials.

Goal

Students will organize and maintain their own workspace in whatever manner they choose. However, they must be able to locate pencils, books, paper, assignments, and other materials quickly and efficiently. The students will keep the top of their desk clean.

Note
This goal allows a student to have a cluttered desk if he or she so chooses. However, it does require that they maintain enough organisation so that materials are not misplaced.

The Plan:

Step 1:
Decide what the consequence will be for not being able to find materials because of a cluttered and messy workspace. A logical consequence is to have the student owe the time that was spent locating lost materials. If it takes the student five minutes to find a book, the student would owe five minutes off of recess or after school.

Step 2:
Discuss the plan with the students. Explain to the students that you have been concerned about the way some members of the class organize their workspace. Tell students that they may keep their workspace in whatever condition they so choose, but that they must also be able to find materials quickly and easily. Students should understand the consequence you have decided upon for their taking more time than is necessary to locate materials. Instruct students on different ways they might choose to clean and organize their own space.

Make sure the students realize that being able to choose how they organize and maintain their workspace is a privilege. This does not mean, however, that they are allowed to write on the desk or in any way damage the desk. Remind them that the desk must be used by other students in subsequent years.

Step 3:
Allow students time to clean and organize their workspace. Provide students with whatever time it takes to get their work and storage space organised. This will be the only time you allow them special time for doing this. Once the activity is completed, let the students know that organizing and straightening their desk is their responsibility. Anytime that their desk gets cluttered, they'll have to use some of their free time to clean and organize it.

Step 4:
If a student continues to have problems locating materials, and consequently has owed time, you can suggest that organizing and straightening his or her desk might be a worthwhile activity. However, this suggestion should only be given once.

Step 5:
When students are able to locate materials quickly, praise them. If you notice that a student has chosen to clean and organize his or her workspace without a reminder from you, praise that student.