Tasia Geotas

Classroom Layout

November 10, 2019

High-top seating
and bar stools

“V” Table
Chromebook
Cart

Traditional
Rug & Succulents
desks and chairs

Teacher desk, filing

cabinet, projector

Movable Table

Couch, Chair, and Couch, Chair, and

Coffee Table Coffee Table

SMARTboard and whiteboard

(created using: https://www.livingspaces.com/inspiration/3d-room-designer/builder)

My ideal classroom would be a sixth grade math classroom set up like the picture

above.

In my classroom, students have three choices of seats:

- The sofas and chairs

- Standard desks

- High-top bar tables

The purpose of including these three types of choices is so that students can create an

environment conducive to their needs. Students who tend to be more fidgety are often

kinesthetic learners and might thrive in the high-top bear seating. They can choose to stand at
their desk, and because the desks are in the back, small movements won’t distract other

learners. Some students prefer to be in traditional desks because it helps them focus and feels

most comfortable. Some students might find that they feel safest in a sofa or chair, as it feels

a little more casual and comforting.

Each type of seating is arranged so that groups can easily be organized and create

conversation (for the desks in the middle, students in the front two can turn around for a

discussion). The desks are all spread out to allow easy access to any area of the room, and

every desk faces the board easily so that students are naturally inclined to pay attention. Two

important rules in classroom arrangement are that “students should be seated where their

attention is directed toward the teacher” and “high traffic areas should be free from

congestion” (Dunbar 3).

The desk in the back is similar to a “horseshoe” or “U-shaped” table that is common

to many classrooms. This table makes it easy for students to work with a teacher when they

need extra guidance, or allows for a separate, open space for students that might prefer a

more open area or need to complete a test or project.

The teacher’s desk is very minimalistic; it includes a filing cabinet and a small desk.

Though each teacher does need a space that is entirely their own, it is accessible to students.

Teacher desks are often large, comprised of multiple tables, and feel like an unapproachable

area to students. While the teacher often needs this private space, it also deters students from

asking questions or makes them feel out of place when they do.

At the front of the classroom, a small table is found that easily movable. If the teacher

chooses to bring the projector to the front of the room or needs a small table to keep

items/notes on, it serves that purpose. The front of the board is also home to a SMARTboard

and whiteboard or chalkboard. These are easily visible to all students and allows for multiple

methods of representation during instruction.

 In the back left corner, there’s a Chromebook cart. Students each have a Chromebook

they use in school and take home with them, but a few extras and a charging cart are provided

so that students who aren’t prepared or are experiencing issues with their technology can

borrow one.

The walls will be used to display student work, school rules, inspirational quotes, and

have ample windows so that the natural light from outside can be the main source of light in

the classroom. The objects in a room “powerfully affect classroom culture” and “shape

student aspirations,” posters with inspiring quotes, innovative people, and non-discriminatory

content imply that the environment is supportive and equitable (Cheryan 6).

The colors of the room are carefully thought out. They mostly consist of browns,

greens, and blues; red and orange can make students feel “nervous and unsettled,” and darker

colors can make students feel “drowsy and listless” by taking away the room’s “natural

sunlight” (Bucholz 2). However, blue and green makes students feel “calm” (Bucholz 2).
 Works Cited

Bucholz, Jessica, and Julie Sheffler. “Creating a Warm and Inclusive Classroom

Environment: Planning for All Children to Feel Welcome.” Electronic Journal for

Inclusive Education, vol. 2, no. 4, 2009, pp. 1–13.,

corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1102&context=ejie.

Cheryan, Sapna, et al. “Designing Classrooms to Maximize Student Achievement.”

Policy Insights from the Behavioral and Brain Sciences, vol. 1, no. 1, 10 Jan. 2014,

pp. 4–12.,

ilabs.washington.edu/sites/default/files/14Cheryan_etal_Meltzoff_Designing

Classrooms.pdf.

Dunbar, Christopher. “Best Practices in Classroom Management.” Michigan State University,

Oct. 2004.