Physical Space in the Classroom

Physical Space in the Classroom

Andrew Branon

Saint Michael’s College

When I think back to middle school, my mind most often goes straight to the classrooms that we occupied.  White walls, tiled floors, and brown desks in a row; uninviting, monotonous, and for many students, oppressive.  So much development occurs in middle school, so why are students forced to spend this precious time in an environment that for many of them feels like prison?  More importantly, it must be asked what can be done to design a classroom space that plays a part in the student’s success in the classroom, working with the teacher rather than against them to ensure that a student’s maximum potential is reached.  Through my research, I hope to first provide an overview grounded in psychology about why learning space is important to student success, and then present a few of the many approaches to designing a responsive and effective classroom.

“From the front door and school grounds to the classroom, the aesthetics of learning spaces impact brain function and influence how students feel when they're in school -- as well as how they feel about their school” (Persaud, 2014).

In her article titled “Why Learning Space Matters,” found on edutopia.com, Romona Persaud dives into some of the psychology and neuroscience research regarding aspects of an effective classroom, which serves as an excellent foundation to the sources that follow.  She begins by highlighting our preconceived notion of what school has always looked like; the average school in this country is over half a century old, and “as we evolve our teaching methods and technology, our physical learning spaces stagnate” (Persaud, 2014). What then, are some of the aspects of an effective classroom?  The first is that it must be open, with high ceilings. Persaud cites a study that finds an open environment to not only be attractive, but also to encourage exploration and attentiveness, while a tighter space led to more stress (Persaud, 2014). The next is comfort, provided by “ergonomic seating and other furnishings, ample daylight, lots of fresh air, and well-designed artificial lighting and acoustics." It has been found that students simply cannot learn if they are not comfortable, since their focus drifts to whatever is distracting them (Persaud, 2014). .  The next is suitable lighting, naturally since it keeps students awake. Poorly lit rooms will lead to students nodding off, while the more light, “the greater the students' school attendance, achievement, and overall health” (Persaud, 2014). Finally, visually stimulating images must be present, because they grab the attention of students. Our brains like to see new things, and although they grab our attention, they do not hold it, so displays in the classroom must be regularly updated (Persaud, 2014).

In his article titled “A Place for Learning: The Physical Environment of Classrooms” on edutopia.org, Mark Phillips explores one method of approaching classroom design by first stating an obvious, but often overlooked fact about education: “It's conventional wisdom that different types of instruction require different seating arrangements” (Phillips, 2014).  In other words, there is no one-size-fits-all for classroom setup. After explaining the downsides of a conventional classroom setup (namely how it makes the class uninteractive), he states his prefered seating as “Moveable chairs, with or without writing surfaces, provide maximum flexibility for any kind of teaching” (Phillips, 2014). Such chairs allow not only for every student to be facing the board when needed, but also allows them to congregate into groups by simply moving the chair.  These are to him the most flexible and beneficial seating option. Yet even moveable seating does not reach the maximum potential that a classroom can have. After expressing the importance of seating arrangement, Phillips states “It's also a no-brainer that classrooms should be inviting, environments that make students feel good to be there” (Phillips, 2014). The principle manner in which this can be ensured is by giving students actual choice in how their classroom is arranged. He writes “The physical structure of a classroom is a critical variable in affecting student morale and learning.  Students' involvement in [this] process of creating their environment can empower them, develop community and increase motivation” (Phillips, 2014). By giving students the opportunity to create their learning space, not only will it ensure that the needs of those students are met, but will also give them a sense of ownership over their learning by giving them the responsibility of determining what this learning will actually look like in the classroom.

“It's [a] no-brainer that classrooms should be inviting, environments that make students feel good to be there” (Phillips, 2014).

Tracy Evans takes this idea even further in her article titled “Design Thinking and the Deskless Classroom” by actually outlining the steps for student-led classroom design, calling for a space that looks radically different from a traditional classroom and allows students to own the room (Evans, 2016).  The first step is one for the teacher: they must distance themself from the process, giving them “ownership by trusting them” in this exploratory phase. Then, ideas must be brainstormed by the students, who are free to present any idea, and from these the best are chosen. Then, a prototype can be created, most likely in the form of a drawing made by the students Finally, the class is placed in the hands of the students, who arrange it according to the plan (Evans, 2016).  Although it may sound like chaos, and there surely are glimpses of it, Evans argues that such freedom will inevitably bring out the innovation and enthusiasm of the students: “Rethinking our space on a limited budget meant that students had to get really creative. They looked around the school for unused furniture, asked for donations, and wrote letters to admin asking for funds” (Evans, 2016). If such a plan is followed, suddenly the students will be at the center of their own learning, in that they have created a significant portion of it.  Having them take such a responsibility is sure to translate into everyday classroom behavior according to Evans, who writes that “In a space where more choice is available, students need to be held more accountable for their behavior and work outcome… Giving them the privilege of choosing where and how to work requires them to take responsibility. And they will” (Evans, 2016)). Students can easily feel disconnected from their learning environment due to its uninteractive and perhaps daunting nature, but a space designed by them will immediately connect them to their learning.  Evans concludes with a phrase that cannot describe any better the effect of a student-designed classroom: “Part of the reason for the space' success is that it's not mine. It's ours” (Evans, 2016).

“[Vygotsky’s] theory acknowledges that learners are transformed by their transactions with social and physical environments” (Lippman, 2013).

In Peter C. Lippman’s article for The Journal titled “Designing Collaborative Spaces for Schools,” he focuses not so much on a student-driven process in creating future classrooms but rather on the importance of collaboration.  In doing so, he seems to argue for a change in the actual architecture of a classroom, which to me represents an even more radical approach. He begins by calling on influential educational theorist Lev Vygotsky to make his argument, stating that the theory of zone of proximal development “says that learners can acquire knowledge more rapidly when working with others who are more expert in a given task. His theory acknowledges that learners are transformed by their transactions with social and physical environments” (Lippman, 2013).  This symbiotic relationship between social (the students and educators themselves) and physical (the spatial design of the room, the technology present) aspects of an environment are what drives his argument for a “differentiated and integrated” learning space. Lippman explains that there are four different types of spaces that are needed, all of which he calls for in the classroom and in adjacent areas: individual, 1 to 1, small groups, and large groupings (Lippman, 2013). He then provides an example of a space that would meet these needs.

First, imagine a school with a common area between instructional spaces, located under a grand stair. To maximize the use of this space, the floor can be lowered approximately 15 inches, defining it as a separate instructional setting that can be used either as a classroom or as a place where a variety of social groupings can gather. To provide access to this additional floor level, this space will need a ramp… [which] connects the different levels both visually and physically. It allows all learners to choose how they want to collaborate on tasks between the different floor levels. Using laptops, tablets, or smartphones, they can work on chairs around tables or on soft seating on the depressed lower level, on the two steps that connect the two levels, or around tables on soft seating on the upper level. With the ramp connecting the two levels, the setting is both differentiated and integrated because it doesn't separate those with physical disabilities from those without them. This collaborative space, symbolically, offers an environment that is inclusive for all. (Lippman, 2013)

Just as collaboration itself is flexible as students work through a project, the above example represents a space that is designed to be responsive to the students that occupy it.  Although this differs greatly from a classroom designed by the students themselves, it nonetheless can be equally as engaging by being both atypical and innovative in its design.

By no means have I exhausted the various approaches to creating an effective physical space for your students.  There are many unique approaches to this goal, but it is also clear that there are several basic factors that must be met in order to even begin designing such an environment.  Below I have provided a link to a video titled “Setting Up Your Classroom Environment,” a brief but helpful checklist to get started, which also shows some of these characteristics in action.  The table below it also gives ten steps to better arrange the classroom.

Setting Up Your Classroom Environment-Video

“We should consider; is the classroom welcoming, attractive, organized?”

Please share your own ideas about classroom design in the comments below!

References

Evans, T. (2016, July 28). Design Thinking and the Deskless Classroom. Retrieved April 8, 2019 from https://www.edutopia.org/blog/design-thinking-and-deskless-classroom-tracy-evans

Lippman, P. (2013, February 13). Designing Collaborative Spaces for Schools. Retrieved April 8, 2019, from https://thejournal.com/Articles/2013/02/13/Designing-Collaborative-Spaces-for-Schools.aspx?Page=1

Persaud, R. (2014, September 08). Why Learning Space Matters. Retrieved April 8, 2019, from https://www.edutopia.org/blog/why-learning-space-matters-ramona-persaud

Phillips, M. (2014, May 20). A Place for Learning: The Physical Environment of Classrooms. Retrieved April 8, 2019 from https://www.edutopia.org/blog/the-physical-environment-of-classrooms-mark-phillips

Setting Up Your Classroom Environment. (n.d.). Retrieved April 8, 2019, from https://eleducation.org/resources/setting-up-your-classroom-environment