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Chap 2 The Physical Environment

This chapter discusses how the physical classroom environment impacts the learning experience. It outlines six key functions of classroom design: security, social contact, symbolic identification, task instrumentality, pleasure, and growth. The chapter emphasizes that teachers should thoughtfully design the classroom layout, material placement, and decor to best support the intended learning activities and meet student needs. It also notes challenges that arise from sharing classrooms and the importance of involving students in environmental decisions.

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Alif Ikhwan
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83 views53 pages

Chap 2 The Physical Environment

This chapter discusses how the physical classroom environment impacts the learning experience. It outlines six key functions of classroom design: security, social contact, symbolic identification, task instrumentality, pleasure, and growth. The chapter emphasizes that teachers should thoughtfully design the classroom layout, material placement, and decor to best support the intended learning activities and meet student needs. It also notes challenges that arise from sharing classrooms and the importance of involving students in environmental decisions.

Uploaded by

Alif Ikhwan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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CHAPTER 2 DESIGNING

THE PHYSICAL
ENVIRONMENT

EDU 527 CLASSROOM MANAGEMENT


PAUSE AND REFLECT
 Think about your favorite place to shop. What
physical characteristics, such as store layout,
accessibility of products, and attractiveness, make
the shopping experience an enjoyable one?

 Now think about a negative shopping experience or


a store that you do not like to go to frequently. Are
there any elements of the physical design that deter
you from shopping in that store?
DECISIONS AND
PREFERENCES
PAUSE AND REFLECT
 Reflect on whether the positive and negative
characteristics you identified apply to classroom
environments.

 As you read this chapter keep in mind the way


environments can shape your feelings and the ease
with which you can accomplish your tasks –
whether shopping or learning!
DESIGNING THE PHYSICAL
ENVIRONMENT
LECTURE OUTLINE
 Six functions of the classroom setting
 The teacher as environmental designer

 Some thoughts on having to share rooms

 Concluding comments
Six functions of the classroom setting
Steele(1973)
1. Security and shelter
 Protection from bad weather, noise, extreme heat or
cold & noxious smell.
 Be aware of and implement safety guidelines for
dangerous supplies and equipment.
 Be sensitive to the needs of students with physical
disabilities.
 Arrange space for freedom from interference
(desks not near traffic areas eg: front door)
2. Social Contact
 Consider how much interaction you want among
students
 Different arrangements facilitate different amounts
of contact
 Think about whether you are making contact with
all of your students; avoid a small action zone.
Horizontal Arrangement
Row Facing Each Other
Frederic Jones’s Interior Loop Arrangement

An interior loop allows you to work the crowd with fewest steps
Sandy’s Room Arrangement
Fred’s Room Arrangement
Christina’s Room Arrangement
Christina’s Arrangement for Whole-Class Discussion
Donnie’s Initial Arrangement
Donnie’s Rearrangement
3. Symbolic Identification
 The term symbolic identification refers to the
information that a setting provides about the people
who spend time there.

 What does this classroom tells about the students? Their


activities and preference?

 Before using the bulletin board, however, be sure to


negotiate ‘property rights’ with other teachers who are
using the same room.
 Examples: you can put art work, poems that the
students wrote, even photographs but always ask
the students’ consent because some students do not
like to stand out from their peers.

 If you do put their work on the bulletin board,


make sure the names are at the back.
Examples of bulletin boards
4. Task Instrumentality
 Make sure frequently used materials are accessible
to students.
 Make it clear where things belong.
 Plan pathways to avoid congestion and distraction.
 Arrange seats for a clear view of presentations.
 Locate your desk in an appropriate place
Arranging a Functional Classroom
 Frequently used classroom materials should be
accessible to students. Materials like calculators,
scissors, dictionaries, textbooks and rulers should be
easy to reach.
 This will minimize the time spent preparing for
activities and cleaning up.
 Decide which materials will be kept in locked or closed
cabinets and which will be kept on open shelves.
 Think about whether materials are accessible to
students in wheelchairs or with crutches or walkers.
Arranging a Functional Classroom
 Shelves and storage area should be well organized
so that it is clear where materials and equipment
belong.

 It is useful to label shelves so that everyone knows


where things go. This will make it easier to obtain
materials and to return them.
5. Pleasure
 The important question here is whether students and
teachers find the classroom attractive and pleasing?

 Create a pleasing environment through the use of plants,


colours and bulletin board displays.

 In a research study, researchers found that people who


were assigned to an ugly room complained of headaches,
fatigue and discomfort compared to people who were
assigned to a beautiful room.
Some examples of classrooms with
plants
6. Growth
 Your classroom should be more than a place where
students listen to direct instructions, complete assignment
etc.

 It should be a setting that invites students into the learning


experience, to explore, observe, investigate & discover.

 This means, in addition to to the standard textbooks, your


classroom should contain a wide variety of materials
related to your content area such as books, models,
artwork, puzzles
QUESTION TO PONDER?
 SHOULD STUDENTS BE INVOLVED IN
ENVIRONMENTAL DECISIONS?
The teacher as environmental
designer
 Some thoughts to consider before you design your
classroom:
- Think about the activities the room will
accommodate
- Think about whether your students have special
needs that require environmental modifications
- Involve students in the environmental decisions
- Try the new arrangement, evaluate and redesign
PLANNING THE PYSICAL
ENVIRONMENT
Draw a Floor Plan

Some Useful Symbols


Some thoughts on having to share
rooms
 In SMK, students have to share their classrooms
with the morning/afternoon session students.

 Think of problems that may arise?

 Can you think of ways on how to minimize/or


avoid the problems?
SUMMARY
 This chapter discussed how the physical environment of the
classroom influences the way teachers and students feel,
think, and behave.
 It stressed the need for teachers to be aware of the direct
and indirect effects of the physical environment.
 This awareness is the first step to developing “ environment
competence.”
 The chapter suggested ways to design a classroom that will
support your instructional goal, using Steele's six functions
of environment as a framework for discussion
THE END
Possible topics for documentary
1.Classrooms for students with learning disability

2.Classroom designs – the future!

HAVE A GREAT DAY!

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