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August 19, 2014 3 Quick Tips for a Beautiful, Brain-Friendly Classroom By Erin Klein
Grades PreK–K, 1–2, 3–5, 6–8, 9–12

    Prior to going into teaching, I studied interior design at Michigan State University. However, after my daughter Riley was born, I knew my love for children was something I had to pursue full-time. So I changed directions and became a teacher. I couldn’t be happier with my decision. I feel so lucky to have a career that I enjoy. For me, teaching often isn’t a job, but rather a passion. I have even been able to use my knowledge of design to help influence the success my students have had throughout the years. 

    Many years ago as a first-year teacher, my administrator required all new faculty members to participate in professional development to help familiarize us with the HET (Highly Effective Teaching) Model. We read articles, discussed the research, and worked with certified consultants to understand how to set up brain-friendly learning environments, and design our curriculum to create more meaning for each student. The focus of our training was to create a physical environment that would enhance academic standards and instructional delivery, along with infusing a sense of authenticity into our units of study. I’m excited to share a few tips we learned throughout the course of our training along with findings others have shared through their research:


    1. De-clutter Your Physical Space

    Research supports this tip, but it's really just common sense. We know the importance of capturing a student’s attention during lessons. It’s also imperative that our students are able to focus and work with the materials we are working with in class. When clutter gets in the way of being able to work in an organized manner, miscellaneous materials become a distraction. 

    So this past summer, I took everything off of my shelves and got rid of anything I haven’t used within the past year or two. It felt great to clean up my space and begin to reorganize the classroom. 


    2.  Remove Environmental Print and Limit Laminating

    Carnegie Mellon University conducted extensive research and published a study: "Visual Environment, Attention Allocation, and Learning in Young Children: When Too Much of a Good Thing May Be Bad." Their studies indicated that when too much environmental print is present, students can become more distracted during lessons.

    This really made me think about the information I had displayed throughout the classroom, especially as the school year progressed. I always seemed to collect and plaster more and more student artifacts and anchor charts over the walls. Now, I display only the information for that lesson. When we are finished, if the information may be needed for future lessons, I snap photos of the charts for the students to place in their binders or notebooks.

    Additionally, I stopped laminating materials because of the glare that can appear on the important information I put on display. I also do not hang artifacts and information above the children's eye level. The material must be accessible and presented in a developmentally-appropriate manner. 


    3. Incandescent and Natural Lighting

    Now that we are using more technology in our classroom, we tend to dim the lights more often. In doing so, I’ve noticed fewer children complaining of headaches throughout the day. I’ve also observed a calmer atmosphere. Naturally, I began to wonder if the lighting had something to do with what was happening. Research shows that children do learn better under natural lighting rather than light bulbs. Therefore, I try to use natural lighting as much as possible and cut down on the extreme florescence of overhead lighting.

    Be sure to look for my next post where I’ll share additional tips regarding:

    • Minimizing patterns and thoughtfully selecting colors

    • Bringing in nature to create a comfortable space

    • Providing flexible seating arrangements


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Susan Cheyney