For a minute, let's imagine ourselves as we enter our doctor's office. Stark, white walls donned with pastel artwork (if we're lucky) support cold, imitation leather chairs with a sharply geometrical metal frame. A dash of color flits by here and there as some nurse has decided Snoopy is the scrub choice of the day, but in general, all seems washed out and sterile (which is a good thing, in the medical world). Now, imagine what you've seen of prisons from community service, perhaps popular television shows--I doubt you even get a washed out pastel picture on the wall. In each of these environments, the physical environment communicates its purpose. And so it follows, what do our classrooms communicate to our students about what we as teachers value most? Do they communicate that critical thinking and engagement are at the center of all we do, or is it yet another generic place in which students simply exist? I get it. Some of our classrooms are too small. Some of our classrooms may be too large, but we can't be Goldilocks-ian in terms of waiting around for the perfect fit. Quite simply, we've got to work with what we've got and at the same time recognize how to shape our physical environment in our classroom for collaboration and purpose, making it standards-based and differentiated for student needs. We may be excellent at differentiating the curriculum, but are we proficient at differentiating the physical environment for our students for a particular lesson or purpose? When it comes down to it, there are four factors we must consider when arranging our classroom for our students to promote learning: Visibility How can we make our classrooms more collaborative and standards based by just arranging desks? How do we model thinking in how we set up our desks and student work? When we arrange our classrooms in a structure for collaboration, we are quite literally making that collaboration and thinking arrangement visible to students. When we have them in individual desks, facing a similar direction (although such may be ok for an assessment), we are hiding thinking and collaboration from them. In fact, according to Ritchhart (2015), "there is a literal need to make one's thinking visible in collaborative learning situations in order to be understood and to be able to build on others' contributions" (248). When arranging a classroom, we want to give students access to one another, making each other visible to each other so that we are fostering belongingness to our classroom and engagement for the learner. Don't be afraid to make your walls "messy" with the creations of students, attached to standards-based commentary and the assessment rubric. Though as an early teacher, I used to believe such "decorations" were superfluous, in reality, they are so important because they make both the teacher's thinking and the student's thinking visible to the entire class, fostering achievement. Post quotations of geniuses in your content, anything to make the thinking of others visible in your classroom. Flexibility How important is keeping the same desk set up each day? How do I decide how to set up my classroom environment? "I'm going to wear the exact same thing every single day" says almost no one. So, arrange away, in a different way, on any day. When it's raining, we make our clothing choices different from when we plan to attend a job interview. And I'm guessing we probably don't go to work in the same clothes we use for exercising, unless of course, we're out to be on a permanent vacation of sorts. But when it comes to the classroom, should we dress it the same way every.single.day.? Absolutely not. Think about your classroom set up as the clothes of instruction. How it looks will help make students more comfortable and guide them into the learning that is taking place. I'm certainly no superhero, but when I represent during Homecoming week, I feel a little closer to superhero for at least a day, maybe two. Perhaps our students aren't amazing communicators to start, but what if we could get them used to feeling like a star orator from time to time just by how we arrange our desks? There shouldn't be a default as "schools that wish teachers to use more varied approaches that are more responsive to students and create a dynamic learning culture shouldn't acquiesce to any single style as the default (Ritchhart 2015). If you're working in purposeful quads, arrange your room that way. If the focus is whole class and smaller class groups, arrange your room as a C. Look at your lesson and see what might look best in order to foster the best thinking for the assignment. Comfort What actions can I take to help my standards-based classroom foster learning? What can I control in my classroom to help students learn? Comfort is not just something you can find snuggled up with an excellent book (or math or science problem) on the couch with a blanket. It can be introduced into the classroom as well. The way in which we foster comfort with each other in our classroom environment allows students to feel more interactive with one another in a standards-based classroom. Of course, teachers do need to consider light, temperature, and noise in the classroom. Use your window for natural light; don't be fearful the outside might distract them. Researches have found that "cortisol levels drop under poor lighting conditions [specifically] in the absence of natural light" (Rictchhart 254). Fortunately in our building, we can make use of the dimming features of our lights and put students in a more comfortable atmosphere. Goodwill is an excellent place to find lamps that change the lighting just a bit in our classrooms and can make our students more interactive as they feel more comfortable in their environment. In terms of color, brighten the walls and make them lively. Give students creative, colorful work that can surround your walls with feedback. In terms of noise, it is ok as long as you set rituals and routines for what level is appropriate in each learning situation and as long as you have a cue to use with students that will clue them into quieting down. In my classroom, I preferred counting down with explicit directives. In five you will be going to your seats, in four you will be placing your group projects on your leader's desk, in three you will be quieting down, in two you will not be talking, and in one you are completely done. Every teacher has his or her own tool, but use one consistently to make sure noise is a collaborative sound, not an off-subject one. Invitational Quality What can I do for students to help them feel invited in my classroom's environment? How do I help students belong so they can be more engaged in learning? You've felt it before; it's the X-factor of teaching and it has to do with the invitational quality of your classroom. Do you stand at the door and welcome students into your classroom like a home owner would his or her guests or do you allow students to filter in and out without a greeting? Given the fact students spend more time awake with teachers in classrooms than in their personal home, we should certainly attempt to make their learning environment as welcoming as possible. And each student needs something different to feel invited compared to another student. One student might need a comment of encouragement, one may appreciate a quick pat on the shoulder or perhaps another needs his or her chair pulled out just for him or her to start the day. As differentiation is the key to excellent classroom learning, so also that first interaction with students allows us to assess where he or she is emotionally for the day and understand, at least subconsciously, how we might go about overcoming that obstacle, if there is indeed an obstacle. That first connection is our first step toward connecting students on a daily basis. Ask yourself what first greets your students in the classroom and how it feels through the perspective of a student. If you don't feel comfortable, chances are your student won't either. After all, "as with all the cultural forces, the physical environment sends messages to our students about what we value, how we think learning happens, and what kinds of learning and thinking are to be celebrated (Ritchhart 257). So what arrangements can you try?
So, how are we doing as a school? I was super impressed when I took a quick walk-through as I snapped pictures of some standards-based arrangements; there was such a variety and so many wonderful ideas. Some teachers commented they used a combination of desk arrangements, designed to fit their classroom's behavior needs. Another commented that he based his classroom formation on his ability to use proximity control and be close to each learner when needed. Just remember we can switch our classroom as often as needed to fit the type of thinking that we want to do with students on a daily basis. Here are some SBC arrangements I've noticed around our school! Thank you for the ideas. Offer ideas on how class set up has helped you with classroom management, classroom thinking, or classroom engagement! And in the meantime, keep up the excellent work bulldogs! Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools.
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