KEYS to Teaching Success: Organizing Classroom Environments

     To support students as they enter the classroom, first, consider how each student will occupy their own space that they are accountable for and for which they can call their own. Often in elementary school, desks will be covered with laminated name cards to identify this space, but it is equally important for all students in elementary, middle, and high school to have a space in each classroom and learning environment. In the work of Rohrer & Samson (2014), they call this the student’s “home base” (p. 12). Not only does this seat and desk give students a routine to enter and be a part of the classroom, but it also helps to make students a concrete part of that room. They have shared ownership of their “home base” and can return to this space again and again, day after day. When considering routines, it is important for you to establish seating charts at the beginning of the year and maintain these seats not only for classroom management but also to maintain each student’s mental and physical presence throughout the year.  

     Before considering the layout of desks or tables in a classroom, it is important for you to create a map or drawing of your classroom with designated areas for both shared spaces and your own space. First, it is necessary to designate your private space as a teacher space. This may be determined by the location of outlets on a wall or where your computer and projector must sync. As each student has their own “home base,” you must also have your own private area that is not to be used by students. Some teachers even use colored tape on the floor to designate this space and serve as a visual reminder of this boundary. There are several reasons for the need for privacy in this area including any personal information that may be in paper format on your desk, as well as maintaining the security of your technology and private property. Second, it is helpful to be clear and intentional in the boundaries set between the teacher and the students. This is not only necessary for the classroom but other places in the school building like restrooms and between students’ own desks and materials. “Students learn to respect physical boundaries” (Rohrer & Samson, 2014, p. 6). Although we want to have an open classroom, we also need to set boundaries for safety and security and ensure that InternKeys #9 [See "Standard 9"] is adhered to regarding professionalism and record keeping. 

Please open the next tab: Shared Spaces

     After your teacher area is determined, consider your grade level and academic subjects. What other areas of the room are necessary for your students? In lower grades, this may be a cubby for each child or a shared shelf for lunches. In a gym or band room, there may be assigned places to store instruments and student bags for extracurricular activities. Consider also space for small groups and the needs of your inclusion teacher. Tables can be utilized not only by groups but are an integral part of the learning environment of students with individual needs and how other teachers and professionals find their own place in the classroom. 

     Now, if we think back to our own educational experiences and even college classrooms, many seats are organized in straight rows facing the front of the room. This may be an appropriate classroom management strategy if new teachers are still learning names, establishing rules and routines, and beginning to know students. Furthermore, rows of desks promote focus on the task and are helpful during testing situations to allow for quiet, focused work. If rows are maintained for extended periods of time, students may perceive that the focus of the class is to be on the teacher as everyone faces the front. Attention is given to the teacher as the expert and the one holding knowledge. Therefore, maintaining this format throughout the year decreases engagement and motivation over time and prohibits peer and group interaction necessary for student engagement. “The standard classroom with rows of desks or tables facing the boards dulls students' attention because it is what they have experienced most of their educational lives. It literally lowers their alertness” (WhiteHorse, 2024, para. 2). Instead of rows facing the teacher, students should often be organized in different seating patterns to allow for engagement while still viewing the teacher and board.

     Various arrangements can occur in a classroom based on the developmental age of students as well as the need for movement and space. Although the physical environment is a part of InternKeys Standard #7, it is also a part of InternKeys Standard #2 as we plan for the instructional components of the lesson and ways in which the layout promotes engagement in different ways. Not only do students exchange ideas and work toward common learning goals in group settings, but it is also a critical time for feedback and assessment during the learning process. Based on a collaborative seating arrangement, “students receive face-to-face verbal feedback and constructive criticism from their teachers and peers, it gives them the motivation to improve their work and build upon what they’ve learned” (Team Varnatha, 2022, para. 13).

     Consider the following questions and solutions when determining how to arrange seats and areas around the classroom for learning engagements:

• Do students need to be seated to see a presentation at the front while also working with a shoulder partner or peer? Consider a “U shape” that allows for attention and monitoring as the teacher moves through the middle of the room.
• Will students be engaging in centers or group activities among more than one other person? Consider “pods” or groups of three to four desks together to allow for communication within that group. 
• Are students rotating through partners to share perspectives or to complete a Socratic seminar, or do you even want frequent movement? Consider a semi-circle or two concentric circles that help control movement from right to left or vice versa. 

In each of the examples provided, the seating arrangement is dependent on the physical layout of the desk space and is directly aligned with activities. On the other hand, this enables students to anticipate expectations for behavior and is a part of routines for working within pairs and groups in the classroom. It also signals to students that the classroom format is intentionally designed for student ownership of space and their work, making students accountable for learning. “Our physical environment serves a purpose and has the power to communicate that we are all collaborators and are working together to construct knowledge and deep understanding” (Humphry, 2019, para 1). 

     When you are arranging desks and space before students enter the classroom, pause and look around. How will a child entering the classroom move through the space and what physical barriers might prohibit safe movement? Are the desks too close that students cannot walk freely? Is a cart or table blocking an emergency exit? Think about individual student needs. Do some students need to be closer to the board or a teacher desk? What distractions might an area of the room create? Can a student be physically approached by a paraprofessional or co-teacher easily? Be sure to visualize your instruction and consider the routines that must be followed when changes occur. Furthermore, physical space is important to organize student space and movement while ensuring safe travel areas throughout the classroom in case of emergencies. 

     A final consideration for physical classroom layout is the room's transition space. Students use this area to pass through when entering and exiting the classroom. In elementary school, this may be visually organized by tape or symbols on the floor. In middle and high school, using tape to designate a starting point near the door may also be appropriate. Some considerations for this space include:

• Enough room for all students to gather in a line,
• Proximity to the teacher’s desk and personal space, and
• Necessary distance away from a SmartBoard, laptop computer station, or even the emergency call button. 

Once this location is determined, it will be a part of the routines of the classroom to ensure students know protocols for lining up, waiting, and being dismissed. Consider calling students by rows or groups to practice this procedure in the first days of school and as needed throughout the year. Remember, if students forget to stop and practice expectations as needed.

     As you plan for both shared spaces and each student’s home base, remember that materials and movement are also a part of this plan. What materials must be accessible for student use and how can they be stored so that students can easily access them? Where are computers stored and are electronic devices able to be charged here? Do you have shelves that are already built into walls or do you need to add storage in a specific part of the classroom? What materials do you expect students to bring to the classroom and how can students retrieve items they cannot access? 

     Think about when and how students will access materials. This has already been mentioned in the Standard 7 section on Rules and Routines [See "Rules and Routines"], but also consider the physical place for items within your class. You may prefer having buckets or bins on tables with all materials prepared beforehand. In other cases, students must choose what materials they will use during a particular lesson. For both scenarios, materials should be stored in a place within the classroom and accessible as appropriate; they should be organized and separate from any specific teacher materials. Having clear procedures for retrieving materials, using them, and returning them provides students with regular routines while also teaching students a sense of ownership of the classroom space. Furthermore, clear procedures and access to materials, “decreases down time and misbehavior and increases productivity” (Rohrer & Samson, 2014, p. 7). Depending on the materials, items such as lab equipment, chemicals, emergency student medicines, or even computers may be locked for security purposes. In these cases, the areas should all be accessible by the teachers and not the students. Ensure that safety protocols are followed for any necessary materials as outlined in the school safety plan including inventories, drills, a loss of power, and emergencies. 

Please open the next tab: Additional Considerations

     When considering the overall floor plan of the classroom, the arrangement of desks and chairs, and the accessibility of materials, take another step back from the student’s perspective. McIntyre (n.d.) reminds us that teachers typically view the environment while standing and students view it from seated positions. So, specifically, try sitting in desk chairs around the room and seeing from the level of students. Ensure that written materials are visible and large enough for all students to read posters, directions, and signs. In fact, current research suggests that purchased, decorative posters are not always productive in the classroom. Fisher & Frey (2022) caution that “Bulletin boards filled with commercially prepared products tell children that they are not unique” (para. 5). Instead, “leaving some open space can give the flexibility to respond to curriculum or learning needs that emerge after the year is underway” (Beasley & Haulmark, 2021). Although the excitement of a new year means decorating and making the classroom a shared space by the teacher, the classroom is an important space to be co-constructed with students, including student work samples and artwork. How can you express your teacher identity while also making space for students? 

     Another step in taking a student’s perspective is to look for any areas that are too crowded or seem messy. Be sure that the materials within the classroom are related to students’ academic needs and are not crowded with unnecessary objects. “Classrooms filled with too many objects leave many feeling as if their presence is less important than the teacher's favorite possessions” (Fisher & Frey, 2022, para. 5). When moving around the classroom, consider differences in light, heat, and other stimuli. Heat and air conditioning vents may make it uncomfortable for a student, and changes in lighting sources throughout the day may make it difficult to focus on a computer screen or the board due to glare. If multiple students need preferential seating for an IEP or 504, consider the student’s proximity to materials as well. 

     In both of these views of the classroom, teachers must consider the amount and the necessity of items in the classroom. There is a balance between the decorated classroom with materials hanging from all walls and the ceiling and the empty, white walls sometimes seen in a high school building. Allowing students to help with anchor charts, student work displays, and word walls allows students to take ownership of their learning and the physical space. Take a step back from decorating toward “finding a way to let students infuse the space with things that make the classroom a place they look forward to learning in and one they enjoy being in” (WhiteHorse, 2024, para. 7). As students see their work on walls, a sense of pride is developed. When posters or anchor charts are created, student voices and needs are recognized and valued. In turn, this converts the physical space into a shared place, a classroom. 

     As you consider your space, reflect on how to make a welcoming and safe environment without overwhelming others. Being a new teacher is sometimes overwhelming in time and gathering materials to include carpets, shelves, bins, and more. Don’t be afraid to ask for help and solicit donations from others. Your room will undoubtedly also change throughout the year, so don’t be afraid to make changes or even ask students for suggestions! 

     Although students use devices in social settings, this does not translate to using the same devices for research or educational applications. In each instance, the tool must be modeled and taught. For younger students, this may include navigating a page with a mouse or turning pages on an online book. For older students, we must teach the use of tools and the purpose of the action within disciplinary literacy. Never can we assume that students can independently use online resources without explicit instruction and modeling. Furthermore, we must provide guidance as to safe ways to interact with technology in the digital environment. 

     An important set of guidance for considering technology use in the digital environment is the set of International Society for Technology in Education (ISTE) standards for students https://iste.org/standards/students. This set of standards gives key guidelines to consider when planning for instruction and ensuring a safe environment. When considering the following points, reflect upon the students in your classroom and the appropriate developmental level aligned for social and emotional discussions. Some standards regarding safety include: 

• 1.2.b Online Behavior - positive, safe, legal, and ethical behavior when using technology, including in social interactions online or when using networked devices (ISTE, 2024) - Consider how students have chat capabilities and align rules with school and classroom norms; discourage the use of public, open discussions and solicitation of information. 
• 1.2.d Digital Privacy - manage their personal data to maintain digital privacy and security - Consider the use of given log-ins and school-based emails instead of unmonitored, private information; check the use of sites and apps with school-based administration when in question; ensure that students do not provide identifying information on public sites.

Just as we must ensure that the classroom's physical environment is safe, so lies a teacher’s responsibility in the digital world. Although students today have exposure to phones, tablets, and computers in social settings, the experiences on these devices are not the same for all students nor in how to use them for educational purposes. Posting on Tiktok or watching videos on YouTube does not transfer to the use of the device for research or to publish polished pieces of informational text. 

Please open the next tab: SAMR Model

     When new teachers enter the classroom, there is often a pressure to “use technology.” Students may state that they prefer to engage through online platforms or the benefits of vast availability of resources are advocated. How we use technology, though, helps to balance how and why tools are used in the classroom. When considering more recent research on the brain, studies have shown that reading complex texts should occur on paper to allow students to read, re-read, annotate, and process written information (Fisher & Frey, 2020). Similarly, the use of paper and pencil activates the brain in multiple ways and stimulates the brain for memory (WGN News, 2020). With this in mind, you must consider the intent of using technology in individual lessons and find a balance for teaching with paper and pencil along with technology resources. 

Image 1 - SAMR Model 
Creative commons image - don’t know how to site

     One model that is gaining popularity in addressing technology use is The Substitution, Augmentation, Modification, Redefinition (SAMR) model. This model (image 1) illustrates a progressive set of steps to implement technology to either replace something traditionally completed with paper and pencil to ways to enhance instruction beyond traditional capabilities. The model is seen as a ladder to select the most effective technology tools and uses within k-12 classrooms. Terada (2020) describes: 

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and redefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning. (para. 5)

When planning for instruction, think about the development of students and the best ways in which to communicate information - whether through print or digital formats within an appropriate context for your students and their learning needs. Furthermore, the level of thinking is an important component to consider resources and taught instruction. These four stages are described below. 

     Substitution is the use of digital formats instead of print forms. With budget considerations and the availability of materials, many schools stress providing online documents for student use. As a benefit, they are not lost, can be accessed in school or at home, and provide free material without textbooks. “Substitution” means replacing traditional activities and materials—like in-class lectures or paper worksheets—with digital versions” (Terada, 2020, para. 8). There is no change in the material or delivery other than print materials being offered online. For middle and high school students, digital copies of notes are often used, yet brain research cited above notes that this is not a preferred method of instruction due to brain functions. Consider how and when this strategy is applicable and ensure print copies are necessary. 

     Similarly, augmentation focuses on a traditional approach to education while adding materials and methods through a digital format. “The content remains unchanged, but students can now take advantage of digital features to enhance the lesson” (Terada, 2020, para.11). Ways to enhance instruction include the use of multi-media: displaying information, engaging students in verbal and visual representations, and utilizing an online platform for gaming and practice, and using up to date data and information for student research. Classroom learning is enhanced with relevant and interesting information through a variety of means. “The primary focus here is on amplifying the learning experience, leveraging technology to introduce elements that wouldn’t be possible with traditional tools” (Kurt, 2023, para. 9). Further, augmenting research processes through digital formats ensures that students can research by assessing the reliability and validity of sources (ISTE Standard 1.3.a; Effective Research Strategies,1.3.b Evaluate Information ), evaluate a range of information sources for the research purpose (ISTE Standard, 1.3.b Evaluate Information), and to collect a variety of sources through print and non-print means (ISTE Standard, 1.3.c Curate Information). Not only are these skills necessary in the research process and aligned to content standards, but they are critical skills to navigate information in the world beyond the classroom. 

     Critical use of technology begins at the modification phase of the SAMR model as teachers and students accomplish previously impossible tasks. “Technology brought into the assignment allows for a significant modification and improvement in the design of the assignment” (Welch, 2016, table 1). Some uses of modification include common expectations such as communication with students, parents, and caregivers through various online platforms such as Google Classroom, Moodle, or Canva or the use of an online gradebook. These resources provide up-to-date communication as well as a current outline of classroom instruction, assignments, and grades. While this was previously possible through printed formats, the immediacy of digital communication ensures that parents and students have accessible information at all times. 

     The other benefits of modification mirror the collaborative features of small groups and peer collaboration in the physical classroom setting. Instead of working in a group or pod within the physical classroom, students can collaborate on a digital file while also incorporating multimedia and narrative. Group collaboration builds on the positive classroom culture and students shared goals (Best, 2020). In addition, students can provide written, peer feedback on products and act upon teacher feedback in real-time (ISTE Standards, 1.1c Feedback to Improve Practice). Published pieces can be shared with parents and school stakeholders to showcase student achievements and research. Finally, the use of a variety of platforms brings the world into the classroom. Technology simulations provide representations of abstract processes, particularly in math and science. Virtual field trips move students beyond the physical classroom walls to gain perspectives that otherwise would be impossible through time and space. [connect to standard 1]. By moving students from concrete, personal experiences to the world beyond their home community, students are able to gain perspectives and process information. Data can be gathered and explored; real-world problems can be tackled (ISTE Standard, 1.3.d Explore Real-World Issues; 1.6.c Models and Visualizations). 

     The fourth and final stage of the SAMR model is redefinition. It is at this level that technology supports “activities that were previously impossible in the classroom” (Terada, 2020, para. 17) or creates novel tasks and problems for students to solve. As we prepare students for the communication of information in an ever-changing world, students can begin that process by creating products for an audience beyond the classroom and community to gather information and provide perspectives on unique topics. Although applicable, in most cases, to older students, “these assignments give students an audience or stage to demonstrate their learning” (Welch, 2016, table 1). Examples may include the use of blogs or videos to summarize information, pose questions about unique problems, and offer solutions to real-world scenarios. Real-world audiences allow students to compose written and spoken information in different formats (ISTE Standards, 1.6.d Customize the Message) while the use of scenarios for problem-solving elevates instruction to the higher levels of Bloom’s taxonomy (ISTE Standards, 1.7.b Multiple Viewpoints; 1.7.d Local and Global Issues). 

     When considering how technology can elevate instruction, we must consider skills as well as content standards. As students are expected to create, analyze, and communicate information in a collaborative environment, students build skills beyond the content. Technology literacy, the use of diverse platforms, and the ability to give and receive feedback are all critical skills for students entering higher education and the workforce. Through the process of creation, students take ownership of their world and place within it. Instead of being passive recipients of information at lower levels of thinking, students become active creators of knowledge and solutions. “Technology integration can transform learning and make students into creators and teachers” (Welch, 2016, para. 3). How can you elevate the level of thinking through technology use? What does this require for planning and instructional decisions? 
In each level of SAMR, you must consider limitations before implementing strategies. There is a balance between the use of technology and the level of instruction within a lesson trajectory. As a reminder, technology does not need to be used every day to be effective. Consider the availability of resources and connectivity both inside the classroom and in at home settings. Most importantly, think creatively about problems and situations for your students. What is important in their lives and how do we actively engage students in culturally relevant practices?

     As a final note, the use of the SAMR model is an aid to help you think about ways to effectively use technology in your classroom in the most effective manner. Some critiques of the SAMR model note that the ladder format does not address context including specific skills within the learning process or the ability of students to use specific tools (Hamilton, Rosenberg, Akcaoglu. 2016). A caution is to be sure that the use of technology, at any level of the SAMR model, allows students to reach desired educational outcomes described by learning objectives while simultaneously supporting students in the most effective means, whether including technology or not.