Constructing a Compelling Classroom

On a more literal level, this week’s assignment, discussion, and readings caused me to think back to a class I took last semester (CEP 842 – Instruction in Inclusive Classrooms). I was reminded of the unit on assistive technology, which included readings and a discussion about the impact of various physical elements of a classroom environment on learning. Furniture, lighting (windows & fixtures), color (wall, paper, etc), textures, and scents all entered into the discussion. It was a very en-light-ening lesson.

Of course, when we design our homes, we want places that are inviting and create what Susanka calls a “sense of shelter” (Susanka, 2004: 13). Children / Students, though, spend almost as many waking hours in a classroom as they do at home, and the physical learning environment ought to “compel” them to come in and cause them to feel both safe and intellectually stimulated.

Whenever I move in to a new classroom or set up a room at the outset of the year, I cannot even begin to think about what I am going to teach until I have the physical classroom environment established. As I look ahead to next year, I need to think more carefully about, not only what is conducive but also what is compelling.

A few “food for thought” articles to archive:

McCreey, J. and Hill, T. (2005). Illuminating the classroom environment. School Planning and Management. Retrieved from: http://www.peterli.com/spm/resources/articles/archive.php?article_id=850

Saulny, S. (2009). Students stand when called upon, and when not. The New York Times. Retrieved from: http://www.nytimes.com/2009/02/25/us/25desks.html

Thompson, S. (2003). Color in education. School Planning and Management. Retrieved from: http://www.peterli.com/spm/resources/articles/archive.php?article_id=551

Wyatt, K. (2009). No chairs: Students ‘get the wiggles out’ on exercise balls. USA Today. Retrieved from: http://www.usatoday.com/news/education/2009-03-07-class-chairs_N.htm