ࡱ>  +bjbj *FeeM!;    8VrT%.( : ! `%b%b%b%b%b%b%$')% !Z Z ^!!%  l%###!L  `%#!`%##r$T%,^!$L%%0%$[+."d[+%[+ %D!!#!!!!!%%"!!!%!!!![+!!!!!!!!! : Space, Shape and Layout Flexibility IntroductionThis section of the report discusses key considerations in teaching space, shape and layout, which emerged as the most important factors overall in creating a positive learning environment for teachers and students. The Importance of Size and LayoutTeachers Unprompted, six in ten teachers said that having plenty of space to move around and do activities in, is the most important factor in a well designed teaching space. And space featured as the most often mentioned positive aspect of the best classrooms, and lack of space as the main complaint about inadequate teaching spaces.The following chart shows teachers responses to prompted ratings statements about classroom and layout aspects. The critical aspects of classroom and layout are clearly having a large and spacious space, that can be readily adapted for a range of different teaching situations.  Continued on next page Space, Shape and Layout Flexibility, continued Students Unprompted, space was the key contributing factor to learning, in Students minds, and having cramped learning conditions and desks crammed together was their biggest complaint about the worst classrooms they have used. At a prompted level, 71% rated having plenty of space as vital or very important. Importance ratings were higher among primary students than secondary students (77% and 66% vital and very important ratings respectively). Year 5 and 6 students accorded having plenty of space the highest ratings of any student year group. Key Consider-ationsFrom responses to open ended questions about best and worst among teachers, the key considerations in classroom size and layout are as follows:The overall size of the teaching space is the critical point, from both a teaching and student perspective. Being in a cramped space that is too small for the number of students and teaching styles was the main criticism of inadequate classroom spaces. Space is more than a physical consideration. Students comments about space indicate an emotional dimension to spatial needs. With more space, I can be with myself and concentrate. Year 8 Female My bubble that is, my personal space. Year 12 female Ideally teachers and students want spaces of a size that enables: flexibility in room and desk layout, and the ability to change this during the year desks to be spaced in a way that provides personal space. This was particularly important to female students. Also the opportunity for teachers to move around the class and attend to individual students. There is also space for student bags. desks spaced far enough apart not to be able to talk easily. Several students indicated that noise levels appear greater in smaller classrooms, and suggested that they tend to move about the room more if desks are well spaced. Continued on next page Space, Shape and Layout Flexibility, continued Quality projection onto blackboards or whiteboards. Space shape and height. Both teachers and students included long narrow spaces in their worst classrooms, commenting that the length can affect students ability to see the board and hear the teacher, and the teachers ability to monitor activity at the rear High ceilings are preferred over low ceilings for the feeling of spaciousness (although high ceilings can create echo if not constructed of appropriate materials). It is important that the shape can be adapted to provide for a range of teaching activities, lesson types, etc For primary teachers in particular, the ability to create separate specialist areas within the bigger space, is important. Ideally, there should be the opportunity to create work centres, group work, withdrawal groups, study bays, tables with special resources displayed, computer area, etc. Accessible resources and adequate storage spaces are an important component of an appropriately sized teaching space, as they contribute to the teachers ability to plan and be organised. Various comments were made about the nature and shape of storage spaces, shelving, etc. The following verbatim comments highlight preferences and concerns about space size, shape and layout. Plenty of room to arrange furniture and allow free movement around the room. Good ventilation. A ceiling fan. Primary Teacher The worst is too small for children to sit in groups of desks. Difficult for me to move around desks to conference with children. No room in classroom for learning centres. Primary Teacher The room has enough width as well as length. Social groups are not pushed together. The room has an adjoining cloakroom and toilet. The larger the classroom area, the better and more room for people, centres of interest, computers, etc, cupboards and storage space. High ceilings and adequate ventilation too hot and stuffy is more of a problem than cool and airy. Primary Teacher Continued on next page Spaces Specifically for Students, continued Design ConsultantsDesign consultants recognised the need to help ensure that students feel they are valued within the school and community, by providing them spaces within it. They talked of students needing somewhere to go to social, to work quietly, or to talk to each other. One new theme consultants raised was that of safety and ensuring safety for students. In their designs, consultants were careful to ensure there are no isolated or dangerous areas, that the flow of the school does not encourage bullying, and that bigger, older students are separated physically from interacting with younger, smaller students. They achieve this by creating separate zones within the school, while still maintaining a sense of belonging and connected-ness to the whole space. Design consultants consider that the best support spaces for students for good learning outcomes give students: Their own spaces within the school to socialise, relax and work they need places they can interact with each other as this is somewhat restricted in the teaching environment. Ownership of their spaces. Spaces to play and exercise together as well as passive areas to eat lunch and read, or work. Please note: the focus of discussion with design consultants tended to be on core learning spaces in schools, as well as overall school design, which is why they have less to say specifically about student specific school areas. Students Views on Improving Their Space Helping Students Learn Better OverallWhen asked what improvements or changes to their classroom space or school would have the biggest impact on helping them to learn better overall, students responses were similar to those given for the Most Important Factors.The key themes emerging were for: For plenty of space in the classroom Good quality desks and comfortable chairs Good areas for recreation and for students to socialise Classrooms with comfortable temperatures and good ventilation Classrooms and toilets that are well maintained Lots of amenities Helping students learn better overall All Prim- Second- Students ary ary Base 263 124 139 % % % Space Plenty of space 21 31 13 Plenty of safe storage for bags, etc 5 3 6 Better desk layouts 4 4 4 Seating and furniture Good quality desks and comfortable chairs 13 11 15 Areas to socialise and for recreation Socialising areas for students to hang out 12 20 4 Shaded places 6 10 3 Shelter sheds or areas 5 10 1 Playing fields, bigger grassed areas 5 8 2 A cafeteria/canteen 5 9 1 A hall 5 10 - Gym/PE places 4 7 1 Lunch areas 4 4 4 Sports courts 2 3 - Continued on next page Students Views on Improving Their Space, continued Helping students learn better overall (cont) All Prim- Second- Students ary ary Base 263 124 139 % % % Temperature Comfortable temperatures 10 7 13 Better ventilation 6 2 11 Better heating 4 3 5 Opening windows/bigger windows 4 3 4 Maintenance Well maintained classrooms 8 5 1 Clean, accessible toilets 7 6 8 Clean rubbish bins 2 2 3 Amenities Good quality and accessible computers 8 10 6 Plenty of quality resources 7 9 5 A swimming pool 6 13 1 Bigger library 6 10 2 Our own laptops 2 4 - Technical rooms 2 4 - Drinking fountains 2 1 2 Safer playgrounds 5 8 1 Bike sheds 3 7 - Noise management Soundproofed rooms 5 5 6 Lighting Better lighting 2 1 4 More visible whiteboards 2 1 3 More natural sunlight 2 2 1 A pleasant environment More colourful classrooms 6 4 7 Pleasant surroundings 3 2 4 Plants, gardens 2 2 2 All other 22 30 15 No answer 15 4 23  Note: teachers raised the issue of students safety and security when asked to identify other factors at the end of the questionnaire.         FILENAME \* Lower\p \* MERGEFORMAT \\acn064welbak01\d\data\common\ministry of education\1407454 classroom\reporting - both milestones\classroom design final report.doc This document is confidential and is intended for the Ministry of Educations internal use only. 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