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Managing the Physical

Environment of the

Classroom

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A Bare Room Is Like a

Boring Teacher. Both Lack

the Pizzazz Which Is the Soul

of Teaching.

-Kathy Paterson

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Basic Point

The physical environment canand should be organized so as

to further the instructionalprogram.

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

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As You Consider The Activities,

How Can You Organize Your

Classroom?

Materials &

Resources

How can myroom best serve

the needs of mySs ?

How can my roomprovide areas for my

Ss to experience andparticipate indevelopmentallyappropriate activities ?

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Each Type of Activity Calls for Its

Own Space, Seating, Movement,

Materials and Interaction.

The classroom

can be made toaccommodateand to further a

variety ofeducationalactivities

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Math & Language~Social Studies

may require Ssto work at theirseats with

furnishedmaterials, atleast part of the

time, with littleto nomovement

about the room.

may call foractive

collaborativework in

construction,

drawing, or

discussion.

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SCIENCE & ART

These subjectsrequire special

workplaces andmaterials.

Ss, especially

your kinestheticlearners, needroom to work

on their feet.

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Dance, Music , and Drama

Ss need lots.

of open space.

for movement

and

exploration.

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A Fundamental Important

Fact:

The room should be set up

for the teachers pleasure,

as well.

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Teachers are different and

possess different styles.

Most teachers

benefit from

being allowedto use their

talents to theirfullest.

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Six Facets of the Physical

Environment

1) Floor space

2) wall space

3) countertopspace

4) Shelf space

5) cupboard and

closet space

6) ambience

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1. Floor Space

One of the first things a teacher must do is

to decide how to position for the various

activities that engage Ss in individual and

group (small and large ) groups.

A) Seating

B) Modular cluster seating

C) Work and activity areas.

D) Traffic patterns

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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?

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Bulletin Boards

tend to be used for decoration, but, need tobe used for instruction as recommendedby 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.

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Bulletin Boards

3. Problem solving activities.

4. Interactive and Creative Ideas

to stimulate writing and debate.

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Bulleting Boards are excellent

places for :

Display ofstudent work

Art prints,maps, charts,

graphicmodels, andother such

materials

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3.Counter Space

If they are near agood source ofnatural light,

countertops aregreat for a varietyof science

activities,especially thoseinvolving living

plants.

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4. Shelf Space If you do not have

enough shelf spacein your classroom,you can add

inexpensively bystacking pineplanking on paintedconcrete blocks.

TEXTBOOKS: canbe kept on shelvesand distribute them

to Ss when needed.

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5. Cupboards and Closet SpaceUseful places to

keeping supplies inone place, for easy

availability.List with a small

group of 4-5 , onposter paper, all thesupplies, materialsand equipment thatcan be stored in

these locations.

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AmbienceRefers 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).

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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 themajor responsibility.

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ORDERLY Vs. Confusionin taking care of the classroomand the materials it contains.

Importantly, as the Ss keep thingsorderly and clean, they build soundvalues of aesthetics, ecology, and

responsibility.

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Teachers who succeed in making their

classrooms enjoyable places in which

to work and learn, leave positive

impressions.