CLASSROOM ENVIRONMENTAL DESIGN

Classroom Environmental Design



Classroom Environmental Design

Introduction

Arranging the physical environment of the classroom is one way to improve the learning environment and to prevent problem behaviors before they occur (Savage, 1999; Weinstein, 1992). Research on the classroom environment has shown that the physical arrangement can affect the behavior of both students and teachers (Savage, 1999; Stewart & Evans, 1997; Weinstein, 1992), and that a well-structured classroom tends to improve student academic and behavioral outcomes (MacAulay, 1990; Walker, Colvin, & Ramsey, 1995; Walker & Walker, 1991). We have chosen environmentalist theory for our report.

Environmentalist Theory

Theorists such as John Watson, B.F. Skinner, and Albert Bandura contributed greatly to the environmentalist perspective of development. Environmentalists believe the child's environment shapes learning and behavior; (Savage, 1999; Weinstein, 1992) in fact, human behavior, development, and learning are thought of as reactions to the environment. This perspective leads many families, (Bettenhausen, 1998; Stewart & Evans, 1997) schools, and educators to assume that young children develop and acquire new knowledge by reacting to their surroundings.

All students should have a clear view of the teacher and vice versa, at all times(MacAulay, 1990). In addition, the traffic pattern in the classroom allows the teacher to be in close physical proximity to high maintenance students(Bettenhausen, 1998; Stewart & Evans, 1997). There is some evidence that it is useful to limit visual and auditory stimulation that may distract students with attention and behavior problems(Savage, 1999; Weinstein, 1992).

Discussion

Arranging the personal natural environment of the school room is one way to advance the discovering natural environment and to avert difficulty behaviors before they occur. Research on the school room natural environment has shown that the personal placement can sway the demeanour of both scholars and educators (Savage, 1999; Stewart & Evans, 1997; Weinstein, 1992), and that a well-structured school room tends to advance scholar learned and behavioral conclusions (MacAulay, 1990; Walker, Colvin, & Ramsey, 1995; Walker & Walker, 1991). In supplement, the school room natural environment actions as a emblem to scholars and other ones considering what educators worth in demeanour and discovering (Savage, 1999; Weinstein, 1992). If a school room is not correctly coordinated to support the kind of agenda and undertakings a educator has designed, it can impede the functioning of the day as well as limit what and how scholars learn. However, a well-arranged school room natural environment is one way to more competently organise direction because it initiates less demeanour difficulties and sets up a weather conducive to learning.

Clearly defined spaces within the classroom that are used for different purposes and that ensure students know how to behave in each of these areas (Quinn, Osher, Warger, Hanley, Bader, & Hoffman, 2000; Stewart & Evans, 1997; Walker, Colvin, & Ramsey, 1995; Walker & Walker, 1991). For instance, classrooms will contain a high-traffic area around commonly shared resources and spaces for teacher-led instruction or independent work, such as rows of desks. A classroom for students with learning/behavior problems may have separate quiet spaces where a student can cool down or work ...