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Environmental Engineer Classroom Design Rationale

Raelyn Davis

October 17, 2018

Classroom Management
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Elementary School: Third Grade

The classroom layout for a typical third grade class needs to both promote learning while

managing the whole classroom. For this design you will notice many different elements

throughout the classroom. Along the wall begins with a “news zone” this part of the room serves

as a resource for students to see the daily objectives, homework, prompts, etc. Next to the zone is

a behavior chart. This being at the front of the room can reemphasize to students the importance

of behaving the correct way. In the middle of the classroom is a rug with an easel and

whiteboard. This is a central area for learning as an entire class. What is amazing about this

space is it can be utilized for many different things. Students can use this space as an area for

flexible seating. In an article, the authors explain this idea by stating, “s. The ubiquitous whole-

group rug space in early child- hood classrooms, for example, can easily morph into a space for

individual use of mobile device…”. (Roskos 111). This is a great area for teacher lead lessons or

student presentations. In the corner is the teacher’s desk to keep all of her belongings. There is

also a student chair for a student to sit in if they need extra help from there teacher. Along the

right side of the wall are extra supplies, a place to turn in supplies, find missing assignments, and

chrome books. Many classroom procedures are located here with explanations to students on

what they are suppose to do in these specific areas. In the corner are class made anchor charts

that hang from fishing wire. What is enjoyable about this is that students can access anchor

charts throughout the entire year as a resource. The Reading Teacher, describes the utilization of

wall space being an important aspect of the physical environment by stating, “Walls that teach

are the result of a few well-thought design elements: appeal, display, and interaction.” (Roskos

112). Along the back of the room is a kidney table for small group work. As well as a science

discovery center and math center. In the left corner is the class library and reading center.
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Students have much comfort in this area with lamps, pillows, and fun yet easy colors. This area

is also a location for learning engagement, something that Boettener says is vital the classroom

by saying, “…learner interacts with content, knowledge, skill or expert.” (Boettener 2). The tent

also serves as a quiet place for students to breathe if they feel overwhelmed ever while in the

classroom. Next to the door is backpack storage for students and above hangs recent work that

the student completed. In the middle of the classroom are six tables of four. Grouped desk allow

for immediate collaboration between students and groups of four can be broken down into

groups of two for paired work. The overall environment of the classroom needs to cater to the

learning needs of the child. It is important to notice every student’s zone of proximal

development to ensure that the environment is inviting for their personal learning. Boettener

writes in detail that, “More succinctly, the ZPD defines the space that a learner is ready to

develop into useful knowledge.” (Boettener 6). Regardless of whether the classroom is fitted for

elementary school students or middles school students, educators must meet the needs of their

students.
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Middle School Classroom: 6th Grade Science Classroom

Most middle school classrooms are divided into subject area. With emphasis on the

science classroom, many factors need to be considered to ensure both a strong and safe learning

environment. For this classroom, tables of two are ideal for collaboration work while doing

different experiments. Middle school is also a time where some students need that independent

time to work on their own. In a journal article, researchers examined the benefits of row seating

and concluded, “A seating arrangement in rows compared to groups can instigate such positive

academic behaviors (e.g., hand-raising for assistance and complying with requests). Rows can

especially support students’ on-task behavior during independent work.” (Gremmen 751). Rows

help support this older group of students learning environment. These tables as well can be easily

pushed together if the teacher wishes for bigger group work. Allowing an isle in the middle

creates space for the teacher to move to help students and to listen to different interactions. At

the front of the room is a demonstration table and whiteboard for teacher led instruction. On the

left side is a daily schedule bulletin for students to access to know how there day is planned out.

This allows to ease certain anxieties for students and lets them gage how much time they have

left to work on that day’s assignments. On the opposite side is a motivation bulletin board. On

this the teacher can put encouraging quotes to motivate students to do their best. In the corner is

the teacher desk along with her personal storage items. On the right side of the room is a list of

classroom procedures, safety lab rules, discovery animal center, and storage. The procedures

being hung along the walls of the classroom are critical to the learning environment. Science

class has experiments that can be hazardous so it is important for students to know the rules

while in class. On the back side of the wall are flexible seats that students can use during class.

They are optional for students, but are great for students who struggling sitting through block
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classes. On the left side are the sinks and supply bins. This is a great area to put out equipment

that students may need for that specific day. In the back left corner is the class library that

students can access to find everyday reads and science related novels.
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Annotated Bibliography

Boettcher, J. V. (2007). Ten Principles for Designing Effective Learning Environments: Insights

from Brain Research and Pedagogical Theory. Innovate: Journal of Online

Education,3(3), 1-8. Retrieved October 17, 2018.

This article gives educators ten key principles for a classroom design that can positively

affect learners within the classroom. The principles are created based upon conducted

research on how the brain interacts with the physical environment. Boettcher gives many

practical ideas for teachers to follow while in the classroom.

Gremmen, M. C., van den Berg, Yvonne H, , M., Segers, E., Cillessen, A. H., & N. (2016).

Considerations for classroom seating arrangements and the role of teacher characteristics

and beliefs. Social Psychology of Education: An International Journal, 19(4), 749-774.

doi:http://0-dx.doi.org.library.uark.edu/10.1007/s11218-016-9353-y

This journal article explains the important factors that need to be considered when

designing the layout of the physical classroom. The authors of this journal conduct

research to show how physical space can impact a student’s ability to learn and behave

while in the classroom.

Roskos, K., & Neuman, S. (2011). THE CLASSROOM ENVIRONMENT: First, Last, and

Always. The Reading Teacher,65(2), 110-114. Retrieved from http://0-

www.jstor.org.library.uark.edu/stable/41331583

This journal article from, The Reading Teacher, gives great insight on practical ways to

make the physical classroom an environment for student learning. It gives great examples

from what teachers should place on their walls to organization of the classroom.