Organizing an engaging classroom - Physical Environment

The physical environment of the classroom is an important consideration in planning for effective instruction. The vision for mathematics in our schools calls for students who are excited by and interested in their activities, who work together to find solutions to real problems, who use technology and other tools as an integral part of the process, and whose learning is conceptually-based, meaningful, and connected to previous mathematics learning and to the real world. The standards call for students who accept responsibility for their own learning, using time effectively and efficiently in order to further their understanding of mathematics.

The physical environment of the classroom must be congruent with the vision we have for our schools. The organization of the classroom should foster a spirit of discovery. Technology and other tools, such as manipulatives, need to be readily and easily accessible to all students. Teachers need collections of supplementary materials to serve as resources. All students should have calculators appropriate to their grade level, and each classroom should have at least one computer and software available at all times for both teacher demonstration and student use. Additional computers should be available for use by the class as a whole. An overhead projector and screen should be available at all times, and teachers should have easy

access to other audiovisual equipment as needed.

The classroom itself should be a pleasant place. It should be cheerful, bright, well-lit, and attractive. It should be furnished with flat-top desks or tables and chairs; these can be easily rearranged to accommodate different sized groups and work well with manipulatives, calculators, and printed materials. While each teacher will want to develop a semi-permanent room arrangement that conforms to his/her dominant form of instruction, the room should provide sufficient flexibility to rearrange the furniture for different types of activities. Ample space for movement is essential, as is convenient storage space for supplementary resources, manipulatives, supplies, calculators, and computers. Classrooms must also be equipped with adequate electrical power and communications capabilities. Classrooms for younger children should have “messy” areas where children can use water, paint, or sand.

In developing an arrangement of the classroom, the teacher must consider several factors. “How will an arrangement affect my ability to move around the room, checking on student progress?” “Will this arrangement help my students to feel involved in the class activities?” “Will I be able to use small groups as well as have individual work, pairs, and whole class activities?” Some teachers like to organize student desks

into groups of four (e.g., Marilyn Burns), while others like to have student desks grouped in pairs, facing the front of the room. Still other teachers prefer a U-shaped arrangement two rows deep (e.g., David Johnson). The classroom envisioned is not a quiet place. It is a place in which students are excited about learning mathematics, in which they work together purposefully to accomplish a task, in which they talk and make noise and sometimes even jump for joy!