EdublogsClub – short #2
This post is part of the #EdublogsClub – a group of educators and educational technology enthusiasts that blog around a common theme each week. Simply write a post and share it (via social media w/ #edublogsclub or posting a link as a comment to that topic’s posting on the Edublogger site) to join in, or sign up to receive email reminders of each new prompt.
Classroom Space, it is what you make of it.
For some teachers classroom design, available space, and set up is all important. For other teachers it is just a functional space. The question really is for whom the design matters; do we want the classroom to reflect us or our students, or both?
Classroom Personality Design
For me, my classroom is reflection of me, it displays my humor and my desire to allow play with science gadgets and toys. I think it is important to have science content posters on the walls for easy reference. I feel having a bright, colorful, and an appealing classroom is important. I want my classroom to be engaging for my middle school students but also for me, particularly since I spend a large portion of my day in this space. Alternatively, I love going to a high school science classroom that is messy, a bit disorganized with partial labs set up and chemicals on the back counter because it feels like a working lab classroom.
Design Space Logistics
The reality is that is there is no “right” or “wrong” way to set up or design a classroom space other than logistics. The logistics to the flow of students within the room is important as it can be integral to manage the pace of the classroom. There are design challenges and consequences to efficiency if a teacher doesn’t maximize the space. If the classroom has narrow rows that hinder students or requires students to bottleneck in an area, then there can be issues in routines and lab work. If students can move around easily, get supplies and have space to work, then the classroom routines can run smoothly. Sometimes function is more important than form, especially in a science lab class.
If function is good and the class has the ability to flow, then form can be whatever the teacher wants it to be (or not). Students are flexible and quickly learn the classroom either is an extension of the teacher’s personality or it is not. The design form is a bit like frosting, it can cool to have but it is not necessary.