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Important information about how to arrange your classroom.
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But can the classroom environment really affect achievement?
Yes. The physical layout can exert a surprisingly powerful influence on literacy learning. Let’s find out how.
When arranging your
teaching space,
consider:VisibilityAccessibilityDistractibility
Visibility: A key for both
students and teacher
A lack of equal access erodes student motivation and accountability.The teacher must be able to see all students at all times, whether instructing the whole group, small groups, or individual students.All students must be equally able to see all instructional areas and displays. (whiteboards, screens, etc.)
Accessibility: A key for
movement and immediate
response
Congestion increases the potential for problemsThe teacher must be able to more easily to any student, especially those who most often need help.The teacher must be able to access materials easily.Students must be able to reach needed materials.
Distractibility: A key to student
attention
Objects, animals and other students compete with the teacher and academic materials for student attention.Seat students away from obvious distracters (i.e., windows, pencil sharpener, wastebasket, active gerbils, computer station, doors, etc.Separate and seat away from each other students who constantly interact.
1. Avoid using furniture to create blind spots that prevent you from monitoring all children at all times.
Two Safety Consideration
s
2. Avoid stacking heavy materials on top of shelves – especially materials that children might try to obtain.
Two Safety Considerations
Morrow, L. M. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5, 537-554.Morrow, L. M. (2002). The literacy center: Contexts for reading and writing (2nd ed.). Portland, ME: Stenhouse.Neuman, S. B., & Roskos, K. (1992). Literacy objects as cultural tools: Effects on children’s literacy behaviors in play. Reading Research Quarterly, 27, 202-225.Reutzel, D. R., & Wolfersberger, M. E. (1996). An environmental impact statement: Designing supportive literacy classrooms for young children. Reading Horizons, 36, 266-282.Wolfersberger, M. E., Reutzel, D. R., Sudweeks, R., Fawson, P. C. (2004). Developing and validating the Classroom Literacy Environmental Profile (CLEP): A tool for examining the “print richness” of early childhood and elementary classrooms. Journal of Literacy Research, 36, 211-272.
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