One goal I made at the end of the school year was to reconfigure my classroom. I wanted every area of space to serve a purpose. My classroom was missing fluidity and range. Over the summer I researched and devised a plan. Here is a tour of the finished product along with highlights to my reasoning. My focus is more on the idea of what can be done to better meet the needs of all students.
My team and I are working towards more individualized instruction for our students. While I want my students to feel a sense of ownership in our classroom, I do not want them to feel as though they must hoard and guard their seating area. This year we have created places for students to sit, but no permanent desk space. There are desks throughout the classroom, but they are all facing in. I want my students to come in every day and find a place to sit. This allows for movement throughout the room and the opportunity to get to know each other better. Students have the flexibility to move to a new seat when needed.
I’ve had a whiteboard in my room since I inherited the space seven years ago. The problem has always been its location. It was at a teacher’s level in an area also occupied by many student desks. Oftentimes, the kiddos who were sitting on the same side as the board had to crane their necks in order to see what was on it.
In many of the learning modules we use with our students, their final step is to teach someone what they have learned. Before moving the large whiteboard, students shared small student whiteboards, which they had to crowd around. They would also use the main whiteboard. This worked, but oftentimes space was limited due to mini-lessons and small group teaching I was doing at the front of the room.
After pleading and a little bribe of homemade chocolate chip cookies, my teammate's husband graciously came in and made the tedious move. Not only did I get the board lowered, I moved it to the opposite side of my classroom. I now have a nook of empty space that is begging for the company of 4th and 5th graders.
The board looks great and serves its purpose. Students have free range to use it when needed. They have complete access from top to bottom with supplies and manipulative at their level. This was by far one of the best revamp ideas for my classroom.
I enjoy watching my students problem solve. How wonderful it is to see that spark in their eyes when they have worked out their own solutions! For this reason, and for my sanity (having 35 kids ask me where things are every day would drive me over the edge), I created a place to store the classroom essentials.
On one side of my room sits a long shelf created to house computers. The shelf covers ¾ of the length of my classroom. I love this area because underneath it there is a long and open space large enough for students to access. Originally, used this space to store my classroom center items and used the shelf above for subject materials. Because these centers will now be located in our community room, I now get to use the space for other purposes.
This really worked out in my favor because of the "no permanent" seating arrangement. The drawers act as lockers where students store their tools and supplies. Students have access to portable desks, which they use often for small group instruction and sitting around the classroom. Our classes do a lot of switching throughout the day and the portable desks are key to quick and easy accessible seating.
Another great tool students love are the privacy boards. I made these by cutting science fair project boards in half. These are great for independent work days when kids do not want to be disturbed. This area also houses clipboards, extra art supplies, and reading phones.
Having tools within their reach is a great way to teach students independence and problem solving. If students are aware of the expectation (we go over this often), they use the tools appropriately. It is important to note that these are all things that kids can get and put back on their own without the help of the teacher. This is one way to help students feel as though they are at the center of their learning.
My classroom library has gone through a revamping stage every single year that I’ve been a teacher. How do I set up the books? Do I go by genre? Do I go by author? Should I let the kids do it? I’ve tried them all. This year, using the Book Wizard tool I’ve decided to put the majority of my books together based on their lexile. I’ve started from a low to a high and put a sticker on each book to identify what the level is.
One thing I added to the library this year is a large amount of nonfiction and historical fiction books. Besides correlating with Common Core, I want my students to comprehend the difference. We will also be creating book reviews connected with Augmented Reality and QR codes. This is a project that I will share about in a later post.
Again, my library is at the level of my students. The books are both easy to get to and easy to put back. The check-in and check-out procedure is all done on a Google form that I have a parent volunteer check weekly.
Creating a library space where students have full access and understand the layout is essential to their ability to apply what they know.
The last wall I’d like to share with you is my “Weekly Wall.” This wall is where students go to work on activities that are assigned on a weekly basis (Weekly Grammar, Problem of the Week, and Paragraph of the Week). A large portion of work that my students do is at the independent level. The beginning of the year is spent scaffolding and going over procedure, but by October we are getting into the swing of how our classroom works. Last year I posted all three weekly activities on my back wall. It was an area in my classroom with a lot of wall space. The problem with this was there was too much information in one space. Students were scrunched together at the back of the room and there was lots of chatter. It didn’t work as planned.
This year I have made the attempt to spread the weekly activities throughout the classroom. One wall houses each weekly. This gives students the opportunity to move around the room. It also gives students choice. If a student sees more than five kids at one wall, they know they need to choose another wall to work on.
Our Community (Common) Room has been the “Flip this House” of the summer. My team and I researched ways to create spaces that were geared toward student learning and success. One area we knew was lacking vision was our Common Room.
The Common Room is shared among four teachers within it and two on the outside of it. It is a great area of space for many reasons: students can use it for group work, parents have ample space for volunteering, and teachers can join classes together and team-teach lessons. We have used this common space for all of these things, but never had much organization to it. The walls were decorated but not with anything specific. There were areas for students to work, but nothing designated or purposeful. Parents had space for volunteering but their location changed often.
Our goal this summer was to revamp this space and we did it! We started by taking out everything that was inside since we all used it as a storage center. We cleaned out every cabinet, drawer, corner, and shelf. We then created a blueprint for what we wanted to use the space for. We wanted a place where students could dig deeper into their learning. We wanted a place where they could access manipulatives and other hands-on learning devices to find a better understanding in any subject they needed to approach.
We divided the Common Room into centers. Each of us took on the challenge to bring our assigned center to life. In the end, the Common Room now has a Science, Math, Reading, Writing, Art, Media, and Volunteer center housed inside of it. Every corner has been created with student learning in mind.
These are just a few of the ways I took my classroom space and made it more student-friendly. “How does this help the students in my classroom learn?” is the question I often ask myself before making any decisions on my classroom setup. When the kids are physically in the arrangement, I re-evaluate what I have done. I ask the same question and decide if I should keep it the same or try something else. As with lessons and classroom instruction, you adjust to the needs of your students. The important thing to always keep in mind is only make changes if that change will serve a purpose.