From the Back of the Classroom

What’s your favourite place to work?

Where do you go to do deep work?

Is it different from where you do reading?

Where do you do most of your correcting?

Do you have that favourite chair where you love to read?

This is where, each morning, I spend time reading, free writing, and meditating. It’s my comfort space.

 

But it’s not where I spend time doing research or deeper writing.

Flexible Seating

I’m a big believer in flexible seating – providing students with different options for where they sit/stand when doing work during the day. I am noticing a stream of pictures and articles of classrooms focused on flexible seating. There are definitely some amazing looking classrooms with all kinds of seating arrangements and different options for sitting and working.

But is it all necessary? What are they key aspects that should be considered?

My wife, a Learning Resource Teacher, spends a great deal of time working with teachers helping them with implementing flexible seating in their classrooms among other things. Everything from standing desks to squishy seats. But, she is also very aware that this doesn’t work for all children.

As a parent, she knows that our 8 year old finds it difficult to concentrate in the classroom, especially with so many options. At times, according to his teacher, he is almost overwhelmed with the options. Although he likes the different options, flopping across a ball, bouncing on a squishy seat, he finds it very difficult to stay on task unless he’s at a more conventional seating arrangement. As parents, we’ve experienced this same situation with a couple of our children. Providing options can be a great thing but it can also become an overwhelming distraction.

As I discussed in my post Classroom Design – Not everyone likes learning at Starbucks about the importance of classroom design on learning, we need to be careful in decisions about classroom environment and ensure decisions are based on sound educational practices. As Eric Sheninger discusses in Research-Influenced Learning Spaces

We need to move away from classroom design that is “Pinterest pretty” and use research/design thinking to guide the work.” – Eric Sheninger and Tom Murray

Much like the ‘Ditch-the-teacher-desk’ that became a trend, flexible seating seems to be something that has become a topic of conversation.

The Teacher’s Desk

I know that there are great reasons for getting rid of the teacher’s desk. I got rid of mine years ago. But, I also learned that there were other considerations to keep in mind that, well, I didn’t consider before I made the move. I needed a working space in the classroom and had to make adjustments in order to manage this. When I was an administrator and a few teachers wanted to get rid of their desks, we met in each room to discuss the different ways to accommodate this while still providing options for the teacher to work. With 5 of us in the room, brainstorming ideas about the advantages and disadvantages was also a discussion about classroom design which eventually led to further classroom changes.

Barrett, Davies, Zang, and Barrett (2015) identified three dimensions, or design principles, to be considered in classroom design:

Naturalness: relates to the environmental parameters that are required for physical comfort. These are light, sound, temperature, air quality and ‘links to nature’. In particular there are specific requirements needed for children’s learning environments.

Individualisation: relates to how well the classroom meets the needs of a particular group of children. It is made up of Ownership, Flexibility and Connection parameters. Ownership is the first element and is a measure of both how identifiable and personalized the room is. Flexibility is a measure of how the room addresses the need of a particular age group and any changing pedagogy. Connection is a measure of how readily the pupils can connect to the rest of the school.
Stimulation (appropriate level of):has two parameters of Complexity and Colour. Colour is straightforward, but does encompass all the colour elements in the room. Complexity is a measure of how the different elements in the room combine to create a visually coherent and structured, or random and chaotic environment. It has been suggested that focused attention is crucially important for learning.

We all have different preferences for doing work and, usually, it depends on the work we are doing. When I’m doing research and writing, I like to work in a space that allows me to focus and is free from distractions and has natural light. My wife works at the kitchen table. Our 16 year old likes to work in the livingroom in a chair or at his desk in his room, depending on the work he is doing and his mood. The 14 year old likes the kitchen table as it allows him to be social while working. As for the 12 year old, you can find him on the floor, lying on the couch, sprawled across a chair or sitting on his bed but he likes a quiet space. The 8 year old will read to someone wherever but it usually involves a great deal of shifting and moving and probably a few side-bar conversations about something that catches his fancy. When our older daughter was in university, her favourite study place was the library (away from 4 energetic boys)


  • From the back of your classroom:

    How do you view the learning environment (as a student or a teacher)? Is this view based on opportunities for learning?
    What was the main focus for how you designed the learning space?
    Where did you get your inspiration for the space?
    Did you consider Naturalness, Individualisation, & Stimulation in the design?
    Have you asked others about the design? What were the reactions (learning focused or other)?
    Have you considered safety and movement in your design? Can it accommodate all learners?

  • 3 Keys to Continual Personal Development

    Schools have been thrust into the fast lane of change. Teachers are working to make changes and adjustments on many of the things they do. This is necessary as there is a need for change and improvement on many levels in education.

    Too often it’s seen as an end in and of itself. Change for the sake of change. If we can just reach this or that, then things will slow down or we’ll be better prepared or ….

    but the pace never ceases with new change piling up on new change like ducks landing on a frozen pond.

    What if, instead of looking for change destinations, the focus was on the journey?

    There, just ahead, after that curve. Drive a little further, your destination is almost here.
    Of course, that’s not how it works.
    Not our careers, not our relationships, not our lives.
    Done. You’ve arrived.
    You’ve always arrived. You’ve never arrived. Seth Godin

    As Seth Godin’s quote illustrates, life is a series of journeys interrupted along the way. The school needs to reflect the journey of learning, a progression of growth over time with different sojourns along the way.

    Most schools are places with beginning and endings. Beginning of each school year, ending of the school year.
    Often, these endings/beginnings are portrayed as “new starts” or “clean slates” or something similar. What if, instead of waiting for a new year, each day was a chance to start again or to build on yesterday, depending on the need.
    Sometimes we are making great progress and each day builds upon the next. Other days, it’s better to start again tomorrow. We all need that, not next year, but tomorrow.

    What if school was just part of the journey where the ending was just a shift of the learning continuum?

    Can schools reflect this journey?

    We Have the Ability …

    Today, we have the ability to shift the culture of the school to reflect the learning journey as a continuum. We have tools for sharing, understanding about the neuroscience of learning, the ability of professionals to collaborate for student success, and if needed, the ability to gather data to determine areas of strength and those that need support. All these are available to schools and teachers.

    But it requires a shift in the classroom and in schools – away from episodal reporting to continuous growth. Where assessment informs learning as much, or more than, it informs progress.

    George Couros in his latest post discusses the need for teachers, administrators, and other school leaders to continue to grow and develop.

    There are some organizations that are moving too fast for people, but there is also the opposite effect. A person’s growth can stagnate if the leadership is not able to push them forward.

    This is not change for the sake of change, but learning and growing in order to improve the learning environment in the classroom. This is change built upon the needs of the person as part of the journey. It’s improving and growing as part of continuing to thrive as an individual.

    Continuing to grow and develop is important for all of us. In Do Over: Rescue Monday, Reinvent Your Work, and Never Get Stuck, Jon Acuff says:

    You know who we should fire, that guy who keeps learning how to do his job even better,” said no one ever.

    Learning to become better is about consistently seeking to improve. We have the ability to use the tools to help students develop habits of learning which evolve as we develop and grow. This means that, as educators, pursuing our learning is important. As a teacher, it isn’t always easy to do this, especially if we try to do it alone.

    Here are 3 strategies that might help.

    1. Seek Out Other Learners

    Often, as adults, learning can be an individual endeavour. Especially when teaching all day and a full schedule, learning something new or just continuing one’s learning is often fit in among the other things happening. Sometimes, it’s can seem unattainable. According to Charles Duhigg, author of The Power of Habit: Why We Do What We do in Life and Business,

    For a habit to stay changed, people must believe change is possible. And most often, that belief only emerges with the help of a group.

    Learning is a habit. It’s part of our many habits and, like other habits, it can be developed over time. One key to this is to learn with others. Sometimes we need inspiration and support of others to help us along. Collaborative learning isn’t just for students.

    The evidence is clear: If you want to chagne a habit, you must find an alternative routine, and your odds of success go up dramaticlly when you commit to changing as part of a group. Belief is essential, and it grow out of a communal experience, wven if that community is only as large as two people.

    Whether it’s with the people in your school or with others you connect with online, seeking out others who are continuing their own learning provides social support, especially when just beginning. If you can, seek out a group of others with similar interests and start a learning group.

    2. Eliminate the Non-Essential, Don’t add-on

    “If you want something done, find a busy person” does have some reality to it – look around to see who is doing things and chances are they’re a very busy person. In some circles, being busy has become a sign you’ve somehow “arrived”. But such isn’t a recipe for life-long learning. Eventually, the busyness runs the person over. Instead of adding on ‘one more thing’ and search for some sort of balance among the many, shift to focus on those things that allow you to thrive in all aspects of life.

    What if we stopped celebrating being busy as a measurement of importance? What if instead we celebrate how much time we had spent listening, pondering, meditating, and enjoying time with the most important people in our lives? Greg McKeown – Essentialism: The Disciplined Pursuit of Less

    Learning is one of the key areas for continued growth and development. The 5-Hour Rule is one that many successful people abide by – doing 5 hours of deliberate learning. It can include reading or building, tinkering or experimenting. But it is different from work. It is time you devote to learning and part of this is setting time apart – one hour a day – for learning. To do this may require setting time apart in the morning or in the evening, rescheduling your time to build this into your lifestyle. It isn’t always easy, especially with the extracurricular demands of many teachers plus the demands of family. But, what if you eliminated some of the homework you give students which then would free you up from having to do marking. Could you use that time for your own learning? How about if you began to approach planning your school day, in the same way, looking for ways to help students to pursue some of their own learning, such as with Genius Hour or 20% Time? How can you make adjustments in what you presently do that will support your learning and development?

    3. Try Something New

    What’s something you’ve always wanted to learn about or try? Have a topic you’d really like to learn more about? Or looking for something but not sure what? You don’t have to do this from scratch. There are a number of online courses that you can take or if you are so inclined, courses at local colleges and universities. Online course sites include Skillshare, Udemy, Coursera, Lynda, Khan Academy, TedEd, Open Culture, edX, Alison, Standford Online, Codecademy, Code.org, Udacity, i Tunes Free Courses, FutureLearn. The growth of Massive Open Online Courses(MOOCs) allows anyone with a computer and internet access to take a course. They provide the opportunity to access courses, often at no charge, on a wide variety of subjects. You can take your learning to a new level, get access to experts in their fields, and try something you’ve always wanted to learn about. George Couros has an IMMOOC scheduled for October 2017 which focuses on his book Innovator’s Mindset if you are looking for something to get started.

    Screenshot 2017-08-03 10.19.56

    I wonder….

    1. What is something that you want to learn about? Have you ever shared that with your own students?

    2. Do you share your learning with other people? On a blog? Pictures on Instagram?

    3. How might focusing on the essentials help to provide time for learning in your life?

    4. What’s stopping you from continuing your learning?

    As always I’d love to hear your thoughts and comments on this.
    You can connect with me at @kwhobbes on Twitter or email me at kwhobbes@gmail.com.

    Classroom Design – Not everyone likes learning at Starbucks

    Where do you go to work? Do you have a long commute? Is it in the cab of a truck or tractor? Is it in a restaurant? What does it look like? How does it feel? Are you excited to get there?What is the environment like?

    Do you have a special place where you like to think and reflect? Write? Read? Share with someone else what you are doing/dreaming?

    Is there a coffee shop where you like to go?

    Do you like quiet or working in the midst conversations and people?

    Sometimes one, sometimes the other?

    What about doing creative work?

    Does it matter where you go to do these things?

    Really,
    does it matter?

    It does for me.

    Some days I like the coffee shop, other days, the quiet of writing at my desk. It can change during the day.

    What about a classroom?

    I work at so many different places — kitchen table, living room, office, library, coffee shops. Some days I like the quiet while other days I listen to music or just like the sound of conversations around me. It really depends. Not all days are the same.

    It really depends. Not all days are the same.

    Not all days are the same.

    I believe this applies to most people. For many people, there is very little choice in where they work. However, as I discussed in my previous post, this is changing as more people choose where they will work.

    As a classroom teacher, I have undergone a series of shifts related to classroom design. Like many teachers, I began with the desks in rows which was more default than by any actual thought on my part. I did what knew — desks in a row. I was worried about planning, classroom management and organization without realizing how the physical classroom design affected students.

    Over time this changed. Beginning about 17 years ago, I began to explore different classroom configurations including getting rid of desks for tables in groups and pairs, adding desks back but including beanbag chairs and wobble balls and allowing for different configurations depending on the students. I added plants and even put posters on the ceiling — you know you can tell when students aren’t listening when they begin to gaze upwards. I also tried a small tent in the classroom, a rocking chair, rugs and a variety of other non-tradtional items. Yet, through it all, I always felt there was something amiss.

    Today, much classroom design still revolves around the idea of classroom-like-box — paying attention to different factors such as placement of materials, work centers, group learning areas, individual learning areas and a variety of other factors which can affect individual learners.

    What if it was conceptualized differently?

    A recent artcile in FastCompany about the office of the future has had me thinking about design for a while. The office of the future explores how offices will change to be less focused on sitting-in-a-chair and more focused on collaboration. According to the authors

    The consensus is that workspaces generally will become more flexible (to accommodate different types of employees), more collaborative (this is the way work is going), and more natural.

    As in business where such companies as Google, which is known to “take measures to ensure its employees work in extremely unique environments that are designed to foster creativity and out-of-the-box thinking”, push the boundaries of the work environment, there are schools that push the boundaries of design. However, a vast majority of public schools were constructed between 1950 and 2000 when school design was limited to the hallway/box version. This doesn’t mean that creative teachers aren’t reconceptualizing how they use this space in new and creative ways but it does mean that there are limitations. And, not all jurisdictions will allow for a Starbucks-type classroom — there are safety regulations that one must adhere to in whatever one does.

    A recent publication by OCED — The Handbook for Innovative Learning Environments — outlines 7 Principles of learning to design learning environments.

    Each of these principles focuses on a different parts of designing a learning environment with the first two related to the physical environment of the classroom.

    Principle 1 — The learning environment recognises the learners as its core participants, encourages their active engagement and develops in them an understanding of their own activity as learners speaks to ensuring the main focus of the design is the learner and their learning needs. Such a focus requires that educators focus on designing a learning environment that has a multitude of options. However, as mentioned, many schools were built at a time when the prevailing ideas about schools focused on the direct teaching method. Teachers need to be creative when designing classrooms. One way to do this is to actively include students in arranging the room. This doesn’t mean letting students do whatever they want but it does mean having them use the room and provide suggestions for different areas of the room.

    Principle 2 — The learning environment if founded on the social nature of learning and actively encourages well-organized co-operative learning. Learning is social but it also has an individual aspect to it that needs to be recognized. Organizing the learning space may require creative ways of meeting both these needs. Like my own learning, depending on a number of factors, being social or having more individual space really depends on what I am doing at the time. Attending to different learning needs sometimes is difficult in a classroom and requires creativity. One method I found worked well was walking-discussions — students were allowed to walk around the school or school grounds and have discussions related to the topic we were exploring.

    Use What You Have — Then Be Creative

    ‘Learning environment refers to the diverse physical locations, contexts, and cultures in which students learn. Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom, which has more limited and traditional connotations — a room with rows of desks and a chalkboard, for example.

    The term also encompasses the culture of a school or class — its presiding ethos and characteristics, including how individuals interact with and treat one another — as well as the ways in which teachers may organize an educational setting to facilitate learning…..’ Glossary of Educational Reform — A.W. (Tony) Bates OpenTextbook

    This definition comes closer to what I consider when thinking about design. I know that the traditional image of classroom does conjer up images of desks in rows with a board and other tradtional classroom fixtures but that is beginning to change. The more the discussion can move away from stressing ‘testing, marking, grades’ to include discussions of ‘learning environment, demonstrating understanding, portfolios, collaboration, feedback, learning continuum, learning ecosystem’ the greater the possibility to envision classrooms differently.

    I Wonder….

    What would you do differently if you could design your classroom differently?

    What would your students do differently?

    Why is efficiency one of the main factors of school design?

    What if creativity was the main factor for school/classroom design?

    I’d love to hear your thoughts and ideas about this topic. Contact me at @kwhobbes on Twitter or get ahold of me at www.kwhobbes.wordpress.ca