“Inquiry into Design of Physical Space”
Our science classroom has both a classroom component and a lab component in the same room. The desks are arranged in two rows and a U shape. The lab space and tables are to the back of the room. The teachers’ desks, Promethean Board, and office door are to the front. One wall section is painted with magnetic paint while another section is covered in chalkboard paint.
Organizing desks into two rows and in a U shape plays a positive role for both students and teachers. Students are able to visualize each other at all times. This can help students not only see but also hear and value the contributions each other make to class discussions. It also makes every student just a step away from the teacher at all times and within the “action zone” as described by Weinstein and Novodvorsky (2011, p.34). Finally, this design encourages student socialization; students can easily turn their desks around to form groups of 4 or 6 in order to do lab work together.
Another aspect of the physical environment of the classroom that I noticed immediately upon entering for the first time was the strategic use of wall space. In the lab space, the back wall has glass, wall-mounted cabinets that display a variety of fossils and preserved organisms; I expect that the display cabinets stimulate student interest in and thoughts about science as they enter the classroom each day. The wall next to the lab space has been covered in magnetic paint and labeled as ‘The Fridge’. This provides a unique place for display of student work (only if they choose to hang it up, though!). The opposite wall of the classroom has been covered in chalkboard paint. Students are allowed to use chalk to write messages and ‘words of wisdom’ to students in other classes. I believe this activity and space provides students a controlled sense of autonomy over their classroom environment, thus stimulating learning.
Reference:
Weinstein, C.S., Novodvorsky, I. (2010). Middle and Secondary Classroom Management: Lessons from Research and Practice. New York, NY: McGraw-Hill Humanities/Social Sciences/Languages.
Another aspect of the physical environment of the classroom that I noticed immediately upon entering for the first time was the strategic use of wall space. In the lab space, the back wall has glass, wall-mounted cabinets that display a variety of fossils and preserved organisms; I expect that the display cabinets stimulate student interest in and thoughts about science as they enter the classroom each day. The wall next to the lab space has been covered in magnetic paint and labeled as ‘The Fridge’. This provides a unique place for display of student work (only if they choose to hang it up, though!). The opposite wall of the classroom has been covered in chalkboard paint. Students are allowed to use chalk to write messages and ‘words of wisdom’ to students in other classes. I believe this activity and space provides students a controlled sense of autonomy over their classroom environment, thus stimulating learning.
Reference:
Weinstein, C.S., Novodvorsky, I. (2010). Middle and Secondary Classroom Management: Lessons from Research and Practice. New York, NY: McGraw-Hill Humanities/Social Sciences/Languages.