Classroom Design for Learning, Development & Behavior

Introduction: Why Classroom Design Matters

The way a classroom is designed can significantly impact the way students learn (Gray & Feldman, 2004). When designing a classroom, a number of factors are important to consider: the diversity of the class; the development of students' moral, social, and cognitive skills; relevant learning theories; and how misbehavior can best be managed. This paper describes a classroom design that incorporates all of these factors into the planning and development of the learning environment.

Addressing Diversity and the Achievement Gap

One of the challenges of a diverse class of students is that a teacher will likely need to address the achievement gap. Schools that are poorly funded and overcrowded present a major obstacle to closing this gap. However, designing a classroom with the gap in mind can help to mitigate the risk of it widening. By personalizing learning and allowing students to decorate their own spaces, teachers can make the classroom more like an authentic, lived-space environment in which each student takes ownership of his or her area, feels actively engaged with it, and is thus motivated to be more involved in the learning acquisition process.

This type of personalization of students' spaces is only possible in a self-contained classroom, however. If a school has implemented departmentalized classes, students move from room to room, making personalization of one's space impossible. Personalization also facilitates providing educative experiences tailored to individual needs, meaning that various workstations can be developed and arranged to meet the needs of particular students in a diverse class.

For my classroom, I would ensure that it is situated in a self-contained room where students have their own designated spaces that they are allowed to personalize and "make their own." This would give them a sense of ownership and belonging while simultaneously giving me insight into what motivates them and what they are interested in, since the personalization of their space reflects their attitudes, beliefs, and interests. I could observe these and tie them into teaching instruction by incorporating students' backgrounds into classroom exercises.

Supporting Cognitive, Social, and Moral Development

Cognitive, social, and moral development are also crucial considerations, and a classroom design can address these aspects of learning in numerous ways. For instance, a classroom can be designed to facilitate exploration and problem-solving using technological aids and devices. Creating a learning environment in which students have space to read, explore, investigate, and use interactive computer devices to obtain knowledge is an effective way to bolster cognitive development (McGuinness, 1999). Providing sketch pads, personal computers in a designated space, exploratory microworlds in another part of the classroom, and video or multimedia technology in yet another section can ensure that students are engaged in active learning throughout the day, which will also facilitate social development.

Moral development can come about by having a space in the classroom designated for teacher-student interactive time, in which teachers and students engage in a kind of Socratic back-and-forth. This approach helps students discover and acquire moral principles they can apply to their own lives through a spirit of reflection fostered by the design of the classroom. Because Piaget noted that children are generally not capable of abstract thought until around age eleven, the Socratic corner would incorporate concrete objects, pictures, and other tools to help bring moral ideas to life, so that students can physically see and understand the concepts being discussed.

For my classroom, I would move beyond the personalization of students' own areas by dividing the four corners of the classroom into distinct microworlds. One corner would house the digital media learning lab for interactive and exploratory learning. A second corner would be an "old media" microworld containing books, magazines, pens, pencils, notepads, learning games, and other activities. A third corner would serve as the teacher-student interactivity space, where Socratic dialogue could foster moral development. The fourth corner would be reserved for individual learning, particularly for students who benefit from a quieter, more isolated workspace—typically those facing behavioral challenges.

Conclusion

My classroom design would be oriented toward developing children's cognitive, moral, and social skills by organizing the room into four unique microworlds where students can interact with digital media, engage in ZPD, explore and create independently, and interact with the teacher and peers in the Socratic section. The classroom would address diversity and support the closure of the achievement gap through personalization of students' own spaces, which allows me to incorporate students' backgrounds into lessons and increase engagement. Finally, the environment would be designed to prevent behavioral issues by being properly lit, ventilated, accessible, and organized—ensuring that the physical space itself supports every learner's success.