Managing the Physical Environment of the Classroom

A Bare Room Is Like a Boring Teacher. Both Lack the Pizzazz Which Is the Soul of Teaching.
-Kathy Paterson

Basic Point
The physical environment can

and should be organized so as to further the instructional program.

(C.M.Charles & G. Senter, 2002).

As You Consider The Activities, How Can You Organize Your Classroom?
How can my
Materials & Resources

room best serve the needs of my Ss ?

How can my room

provide areas for my Ss to experience and participate in developmentally appropriate activities ?

Each Type of Activity Calls for Its Own Space, Seating, Movement, Materials and Interaction.
The classroom

can be made to accommodate and to further a variety of educational activities

Math & Language~Social Studies may require Ss may call for to work at their active seats with collaborative furnished materials, at work in least part of the construction, time, with little drawing, or to no discussion. movement
about the room.

SCIENCE & ART

These subjects

require special workplaces and materials. Ss, especially your kinesthetic learners, need room to work on their feet.

Dance, Music , and Drama

Ss need lots.

of open space. for movement and exploration.

A Fundamental Important Fact: The room should be set up for the teachers pleasure, as well.

Teachers are different and possess different styles. Most teachers benefit from being allowed to use their talents to their fullest.

Six Facets of the Physical Environment 1) Floor space 4) Shelf space

2) wall space 3) countertop space
5) cupboard and closet space 6) ambience

1. Floor Space
One of the first things a teacher must do is

A) B)

C)
D)

to decide how to position for the various activities that engage Ss in individual and group (small and large ) groups. Seating Modular cluster seating Work and activity areas. Traffic patterns

WALL SPACE
Chalkboards and white boards remain two

of the most valuable teaching tools as they are routinely used to post daily information, assignments, math problems, and vocabulary words. Share with a partner: How many other ways are these tools used?

Bulletin Boards
tend to be used for decoration, but, need to

be used for instruction as recommended by C.M. Charles & G. Senter. are more valuable than mere decoration.

Need to be used for : 1. Displays such as puzzles.

2 Clippings; Magazine & newspaper.

Bulletin Boards
3. Problem solving activities.

4. Interactive and Creative Ideas to stimulate writing and debate.

Bulleting Boards are excellent places for :

Display of

student work

Art prints,

maps, charts, graphic models, and other such materials

3.Counter Space
If they are near a

good source of natural light, countertops are great for a variety of science activities, especially those involving living plants.

 If you do not have

4. Shelf Space

enough shelf space in your classroom, you can add inexpensively by stacking pine planking on painted concrete blocks. TEXTBOOKS: can be kept on shelves and distribute them to Ss when needed.

5. Cupboards and Closet Space

Useful places to

keeping supplies in one place, for easy availability. List with a small group of 4-5 , on poster paper, all the supplies, materials and equipment that can be stored in these locations.

Ambience
Refers to: The totality of intangible impressions that pervade the physical classroom an atmosphere that at its best conveys excitement, aesthetics, comfort, security, and pleasure. (Charles,C.M. & Sentor,G. 2002).

Mass of Confusion?
In any case, the physical

environment should always be kept clean and in good order.

To the extent that the Ss maturity

allows, Ss should be given the major responsibility.

ORDERLY Vs. Confusion

in taking care of the classroom and the materials it contains.

Importantly, as the Ss keep things

orderly and clean, they build sound values of aesthetics, ecology, and responsibility.

Teachers who succeed in making their classrooms enjoyable places in which to work and learn, leave positive impressions.