EDUC 4471 001 Kalsey Root
Artist Statement The classroom environment is important for all students and the teacher in terms of
organization, use of space, and comfort for various learners. Where teachers put their desks if
they choose to have one, what kind of tables and chairs to include, where to put rugs and
book shelves, and planning breakout areas should all be “deliberate and wellthoughtout”
(PEAK Learning Systems, 2004, Things to Consider). This thoughtfulness includes English
Language Learner (ELL) considerations. Many culturally and linguistically diverse ELLs feel a
disconnect between their home lives and school (Colombo, 2005, p. 1), which can cause
negative physical, social, cultural, and psychological experiences. Research shows that many
instructional differentiation strategies for ELL’s benefit all students, and this applies to the
physical classroom arrangement as well.
The BEFORE classroom above is a replica of a Grade 5 room at Connect Charter
School as observed and photographed upon our second visit to the school on October 8th,
2014. How the room is setup influences the culture of the classroom as a community of
learners working independently and collaboratively, whom all have different experiences at
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home and at school. The table below outlines the relevant changes I made from the original
classroom and what purposely remained the same.
Relevant Changes desk types, short round tables, breakout space, seating, shelving, plants and critters, lamps, rugs, windows, supply table, compost
and recycling
Not Changed coat hooks and cubbies, community meeting area on the big rug in front of a Smart board (instead of a chalkboard in the original room)
Desk Types, Seating and Short Round Tables
The transformed classroom includes studio like work tables with chairs and spaces for
students to stand as they work if they choose to. The larger taller tables act as a
workinprogress environment where students can move around and look at each other’s
creations and they can work independently or collaboratively in partners or groups. The large
table tops allow for bigger work spaces for students wanting to use chart paper, or who have
many supplies and project components going on at the same time. Their places in the
classroom can be periodically rearranged so that each space is not “Rita’s” alone for example.
This creates more of a respectful and sharing culture where everything belongs to all the
students. This fosters a feeling of safety and community among students, and is essential for
ELLs who are already arriving with feelings of stress and anxiety (Upczak Garcia, 2006, p.
13). The low round tables offer a different kind of work space for students who like to sprawl
on the floor and have a sturdy surface to write, draw, paint, or construct on. This also allows
for diverse interactions among different students as they move about the classroom space
based on their physical needs day to day. Interaction is very important for ELLs (Leavitt, 2013,
p. 80) as they navigate the new culture, new language, and new place they are in.
Breakout Spaces
When I walk into a classroom and students are sitting in neat rows quietly reading
books (or pretending to read them), I am saddened at how forced the silent reading period
feels. Some students also have a difficult time being completely silent, and others do not learn
very well this way. By having break out spaces in the classroom, students can read in
partners or share favourite books or magazines stretched on the carpet, sitting or lying on
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pillows, in bean bag chairs, or other soft comfortable seating. Conversations can be going on
in low tones while other students lounge around the low round tables silently immersed in
their stories. Maybe during this quiet time, students can be independently finishing projects or
assignments or have oneonone time with the teacher. These breakout spaces offer a stress
free inviting atmosphere where student’s movements and learning needs are not restricted or
limited. This cozy comfortable atmosphere puts students at ease and makes it easier for ELLs
to learn what is intended, rather than negotiating a stressful social and cultural environment.
Low Shelving
It is key to have a literacy rich classroom that displays an abundance of books,
magazines, and newspapers. A lavish variety of topics, styles, fiction, nonfiction, cross
curricular, leveled, and themed choices attend to student interest and encourage nonreaders
to engage in print as much as possible. This way students feel successful and intrinsically
motivated to read more, which in turn inspires their writing. This variety needs to include
sources from across the world to represent different cultures, different lifestyles, and other
diverse representations. For ELLs it would be imperative to include choices in different
languages or multilingual sources to relate to the students native language and make them
feel that they belong in the classroom and are not excluded from such a common practise in
mainstream schools. The low shelves mark out breakout spaces, offer space for book boxes
or bins, provide ready access to children, and allow for free flowing movement and vision in
the class (Upczak Garcia, 2006, pp. 1112).
Plants, Critters, Compost, and Recycling
These four classroom components are important to me as a teacher and my
philosophy of education. In an age of technology I believe children are disconnected from
nature and therefore disconnected from a realm of inspiration and creativity. Instead of solely
using picture and word prompts for journal and story writing, plants, classroom critters,
compost, and recycling offer authentic real world prompts which students interact with on a
daily basis. The fish tanks in the transformed classroom above are one example of critters a
class could have. They could also adopt a bunny, tarantula, frogs, etc. I love critters, and
some of my favourite school experiences involved the responsibility of me caring for the class
pet over Winter or Spring break. Critters provide opportunities for students to learn about
them and their needs, help to bridge the gap between school and nature, and stimulate
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stories, research, and artwork. For ELLs they provide an opportunity for descriptive context
specific language and the celebration of cultural diversity (Ontario Education, 2005, p. 11).
Plants can offer similar opportunities and act as foundational knowledge to extend outdoors to
trees and other plant life. Composting is an interest of mine and I believe it is important to
teach to students as it directly relates to human/nature relationships which are crucial today in
regards to climate change. Vermicomposting can also arouse creativity and encourage
research. Recycling falls under many of the descriptors I have used here and can also
transfer into the homes of students who initiate recycling and compost systems with parents
and siblings. ELLs may have very little or no experience with these elements. They can look
at, touch, and discover them independently, engage classmates or teachers in asking
questions promoting interaction and spontaneous language, and provide a chance for
students to take the conversation home to parents and/or siblings. This is also a chance for
ELLs to share what they know about these topics in their home country whereby supporting
their experiences as “relevant and important” (Upczak Garcia, 2006, p. 10). Teachers and
classmates can learn, for example, if having pets is common in India, or if Russian schools
have recycling or compost programs.
Community Meeting Area
It makes sense to have a gathering place for class discussions, presentations, and
meetings about classroom needs or challenges (Upczak Garcia, 2006, p. 12). A large carpet
in front of the Smart Board reserves the community meeting area and defines the space for a
specific purpose. Here all students are invited to sit with their peers on the same level
demonstrating the agreed upon classroom guidelines and routines, for respectful listening for
example. Their attention is focused on speakers or information being presented and on being
an active member of a learning community. Establishing familiar classroom patterns can help
ELLs make sense of their new world and the community meeting area is a comfortable place
in the daily routines to do that.
Lamps, Rugs, Windows
In an ideal classroom there would be plenty of natural light and big insulated windows.
False lighting, especially large panels of ticking fluorescent lights commonly found in schools,
creates a dark closed off environment which promotes inactivity. It also cuts students and
teachers off from the outdoor environment where seasons, plants, and animal life can be
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observed and stimulate discussions and school work. When natural light becomes rare in the
Winter, lamps in the classroom can be a soft and cozy alternative to the building lights. Rugs
help to further this cozy feel and act as place cards for breakout spaces and community
meeting areas, while protecting students and keeping the class warm. The comfort of a
learning space lends itself to ELL’s success (Upczak Garcia, 2006, pp. 1112).
Supply Table
The supply table is meant to be a communal stock of paper, paint, pens, glue sticks,
rulers, erasers, pencils, and other stationery and art items. Here they can be organized and
displayed openly for student access whenever a supply is needed instead of hoarding pieces
inside desks under books and papers (Upczak Garcia, 2006, p. 12). This way students are in
charge of the tools they need to create and learn, which gives them responsibility and
accountability in the classroom community. It also gets students moving by having them
leave their desks to retrieve a pen for example. Physical activity is vital in learning and
provides opportunities for interaction and seeing the work of classmates.
Coat Hooks and Cubbies
Students need a place to put their coats, outdoor shoes, store their snacks and
lunches, and hang their bags. This routine can help students make them feel like they belong
in a more permanent way. When I worked in an office in the city centre, we did not have coat
hooks or cupboards at our desks. Instead we would pile our things at the end of the table top
and it made the work and my job feel temporary, as if I was an unwelcomed guest in that
space.
In that same job, we were also asked to keep cubicle decorations to a minimum with
maybe one or two pictures, preferably of family members instead of jokes, quotes, or
inspirational images. Humans spend a lot of time in the workplace and schools are the
workplaces of teachers and children. Therefore the environment should be welcoming,
respectful, safe, and inspiring. Student work should decorate the walls and they should have
input in the classroom spaces and routines in order to work as a caring community. ELLs may
not readily feel safe and inspired so teachers must actively consider how to celebrate
diversity, arrange low stress spaces (Leavitt, 2013, pp. 8081), foster feelings of belonging,
and engage student experiences through diverse connections and languages.
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References
Buhrow. B., & Upczak Garcia, A. (2006). Creating a classroom environment. Ladybugs,
tornadoes, and swirling galaxies. (pp. 922). Portland, United States: Stenhouse. Colombo, M. W. (2005). Embracing diversity. Beyond The Journal, 18. Floorplanner. (2014). Floorplanner. Retrieved October 12, 2014, from
http://www.floorplanner.com/ Leavitt, A. (2013). Teaching English language learners in the mainstream classroom: the
methods teachers us. The Researcher, 25, 7993. Ontario Education. (2005). Many roots, many voices. Retrieved October 18, 2014, from
https://courseware.mymru.ca/bbcswebdav/pid521277dtannouncementrid10814291 _1/courses/50390.201404/manyroots.pdf
PEAK Learning Systems. (2004). Classroom arrangement. Retrieved October 18, 2014, from
http://www.colorincolorado.org/article/311/
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