The Classroom and the School
Figure 2. Chalk House and reading niche. From OpenBuildings. Retrieved from http://openbuildings.com/buildings/vittra-telefonplan-school-profile-43177/media#!buildings-media/12 Copyright: Kim Wendt, Rosan Bosch. Reprinted with permission
The Physical Elements
Studies prove that the physical environment significantly affects students’ academic achievement and the building in which students do much of their learning in; will influence how well they learn (Earthman, 2004). Despite this, the basic organisational model of the school and classroom has survived with only minor improvements despite the changes in pedagogy, technology, and population, which have been accelerating (Kuuskorpi, Kaarina, Gonzalez, 2011). It would seem as though educators and students have taken the physical classroom space completely for granted. There are many arguments about the optimal teaching and learning space. These include those advocating for open space arrangements, to those who believe in traditional classroom arrangements (Victorian Institute of Teaching). The traditional classroom arrangement with the teacher at the front of the classroom and students sitting in rows, creates an environment where students are expected to be quiet and listen to the teacher, effectively creating a room of passive learners (Makitalo-Siegl, Zottmann, Kaplan, & Fischer (2010). This kind of environment is heavily focused on independent work. However many new open plan learning spaces being built in Australia appear to have changed the learning environment to the other extreme. Unlike open plan learning spaces in Europe, which provide niches for independent work and smaller enclosed areas within the larger space (refer to image above), open plan learning spaces in Australia appear to be overly biased towards group work. Vittra Telefonplan in Stockholm is a good example of how open plan learning spaces can support every learner. The school provides students with the freedom of choice, allowing students the opportunities to chose how they wish to learn and work in a space. Currently in Australia, it seems as though most physical elements within a classroom are dependent on the preferences of the individual teacher. If a teacher prefers the traditional layout of a classroom, it is his/her prerogative to do so, unless the heads of the school state otherwise. Luckily the majority of teachers in Australia prefer to arrange desks in cooperative groups of four. You would like to think that the days of classrooms where a teacher’s desk sits at the front of the classroom and students desks are neatly aligned in rows are over. Hopefully the introduction of more open plan classroom and school environments will encourage teachers to provide more student-centred teaching and learning.
Strengths
Whilst there is no universal best school environment, general principles have been developed of how the physical spaces of a school can support teaching and learning, and many schools are taking notice of these principles. There are schools that are moving towards providing dynamic space, flexible furniture solutions, integrating more technology into spaces, and providing spaces for both individual and group work.
Weaknesses
Curriculum and Pedagogy
Read (2010) states the classroom and school should respect the curriculum or theoretical perspective of the school. However, instead of simply reflecting the curriculum and theoretical perspectives of individual schools, are they not better to reflect new views on teaching, learning and classroom and school design?
The current physical designs of the majority of classrooms are not flexible. Therefore they struggle to accommodate both current and evolving pedagogies. The typical classroom in Australia consists of students sitting at allocated tables and the teacher at the front of the class, teaching what needs to be taught from the curriculum (and on the odd occasion, teaching NAPLAN).
Teachers and Students
Teachers and students have a general preference for natural lighting sources over artificial, and a dislike of fluorescent lighting. However teachers acknowledge that artificial light has a supportive role to play (Best Practice in School Design, 2004). When the simple needs for light, air quality and safety are met, both students and teachers feel nurtured by their environment. Spatial configurations, noise, and heat have also been shown to have a significant impact on students’ academic performance.
More consideration should be put into the spaces where teachers collaborate, especially where teachers do their planning. Specific spaces should be designed for these purposes. This space is just as important as the classroom space (McGregor, 2004). The good news is, we don't have to rely on what the architect of a school has provided. One study found when teachers modify their classrooms to suit the working environment, they collaborate more with colleagues (Bissell, 2004). So, if there is no designated space for teachers during planning. Instead of continuing to sit around a student's table on students chairs, consider how the space can be modified to be more conducive to collaborating with other teachers.
Studies prove that the physical environment significantly affects students’ academic achievement and the building in which students do much of their learning in; will influence how well they learn (Earthman, 2004). Despite this, the basic organisational model of the school and classroom has survived with only minor improvements despite the changes in pedagogy, technology, and population, which have been accelerating (Kuuskorpi, Kaarina, Gonzalez, 2011). It would seem as though educators and students have taken the physical classroom space completely for granted. There are many arguments about the optimal teaching and learning space. These include those advocating for open space arrangements, to those who believe in traditional classroom arrangements (Victorian Institute of Teaching). The traditional classroom arrangement with the teacher at the front of the classroom and students sitting in rows, creates an environment where students are expected to be quiet and listen to the teacher, effectively creating a room of passive learners (Makitalo-Siegl, Zottmann, Kaplan, & Fischer (2010). This kind of environment is heavily focused on independent work. However many new open plan learning spaces being built in Australia appear to have changed the learning environment to the other extreme. Unlike open plan learning spaces in Europe, which provide niches for independent work and smaller enclosed areas within the larger space (refer to image above), open plan learning spaces in Australia appear to be overly biased towards group work. Vittra Telefonplan in Stockholm is a good example of how open plan learning spaces can support every learner. The school provides students with the freedom of choice, allowing students the opportunities to chose how they wish to learn and work in a space. Currently in Australia, it seems as though most physical elements within a classroom are dependent on the preferences of the individual teacher. If a teacher prefers the traditional layout of a classroom, it is his/her prerogative to do so, unless the heads of the school state otherwise. Luckily the majority of teachers in Australia prefer to arrange desks in cooperative groups of four. You would like to think that the days of classrooms where a teacher’s desk sits at the front of the classroom and students desks are neatly aligned in rows are over. Hopefully the introduction of more open plan classroom and school environments will encourage teachers to provide more student-centred teaching and learning.
Strengths
Whilst there is no universal best school environment, general principles have been developed of how the physical spaces of a school can support teaching and learning, and many schools are taking notice of these principles. There are schools that are moving towards providing dynamic space, flexible furniture solutions, integrating more technology into spaces, and providing spaces for both individual and group work.
Weaknesses
- Changing the layout of the classroom and school can be costly.
- Teachers/ schools may be reluctant to change their classroom/school spaces to support 21st century learning.
Curriculum and Pedagogy
Read (2010) states the classroom and school should respect the curriculum or theoretical perspective of the school. However, instead of simply reflecting the curriculum and theoretical perspectives of individual schools, are they not better to reflect new views on teaching, learning and classroom and school design?
The current physical designs of the majority of classrooms are not flexible. Therefore they struggle to accommodate both current and evolving pedagogies. The typical classroom in Australia consists of students sitting at allocated tables and the teacher at the front of the class, teaching what needs to be taught from the curriculum (and on the odd occasion, teaching NAPLAN).
Teachers and Students
Teachers and students have a general preference for natural lighting sources over artificial, and a dislike of fluorescent lighting. However teachers acknowledge that artificial light has a supportive role to play (Best Practice in School Design, 2004). When the simple needs for light, air quality and safety are met, both students and teachers feel nurtured by their environment. Spatial configurations, noise, and heat have also been shown to have a significant impact on students’ academic performance.
More consideration should be put into the spaces where teachers collaborate, especially where teachers do their planning. Specific spaces should be designed for these purposes. This space is just as important as the classroom space (McGregor, 2004). The good news is, we don't have to rely on what the architect of a school has provided. One study found when teachers modify their classrooms to suit the working environment, they collaborate more with colleagues (Bissell, 2004). So, if there is no designated space for teachers during planning. Instead of continuing to sit around a student's table on students chairs, consider how the space can be modified to be more conducive to collaborating with other teachers.