Save the environment!

Today's lecture was all about our classroom environment. We initially looked at a picture of a classroom from the past and were asked three questions:

1. What do you see?

2. What do you think?

3. What do you wonder?

A great way to generate thoughts and questions in any lesson!

Having a good environment for learning is part of TS1 - having a stimulating environment and mutual respect. Part of that respect is about letting the children know if we plan to change something in the classroom so that they don't have a meltdown the next day when they are met with something unexpected.

We discussed how the class should be represented and celebrated in the room. It is THEIR learning space and they should be able to take some ownership over it and have it reflect their positive values. Loved CBR's idea of having an 'all about me' display on the wall - a picture of me, what I'm reading, etc. I've never seen that before and it's lovely and makes a teacher far more human!

Interesting to hear that tables of 4 are seen as being the most effective. I have often had banks of 6, which I agree is too many for group work!

We also thought about Maslow's hierarchy of needs and how this applies to the classroom:

1. physiological needs - well-being, water, any additional physical needs, etc.

2. safety - routines - give the rationale

3. love/belonging - connections, relationships, values

4. esteem - celebrating their efforts (marble jar, start of the day, etc)

5. Self-actualisation - confidence

Think about the space you have learnt in.....

• Did different seating arrangements make you feel or work in a particular way?

At primary we had set places for the year with our own desk. Which I remember loving. There was very little collaborating work or moving around in the classroom. By secondary school, you could normally sit where you liked in each classroom. In university lectures were in huge lecture halls where you could hide. Seminars were harder because they were small and in tiny rooms. No hiding there. When I trained to be an NCT teacher, it was beanbags on the floor. As I have gotten older, I definitely participate more and like collaborative work and I suppose the learning layouts have helped with that.

• How accessible were the resources? Were you able to independently access things you needed?

There really was nothing like this in my learning journey. Life just wasn't like this! The only time I remember anything like this was in the art room.

• Were there prompts around the room to help you learn?

I don't remember any prompts!

• Did your position within the classroom have an impact?

At the back of the class I was much more likely to zone out. I was Summer born and so often pout at the front where I was much more engaged.

• Was it a place you wanted to learn in?

I loved school!

• Out of the settings you have learnt in which one do you feel supported your learning and why? Which do you feel had a negative impact and why?

The only place I've ever felt totally unsupported is in the big lecture halls where there was nothing. It was so impersonal and nothing visual going on.

We went on to discuss displays. What are they for?

• helping their memory

• accessing resources

• showcasing work

• working wall - accessible to the children, interactive, extensions/challenges.

Couple of ideas:

1. Funk for the day

2. Different coloured trays for how they found their homework - traffic light colours

3. Visual timetable

4. 'now' and 'next' (maybe have a monitor)

5. 'If you were away' tray

6. 'if it's mine' tray

Make sure you give them the rationale though so that they understand.