Exploring the “Thinking” Classroom

Exploring the “Thinking” Classroom

By Jennifer Stark

Lately, there has been a lot of buzz over classroom set-ups. We have teachers trying out the latest in creative, unique, and enticing set-ups; we have parents trying to understand them. Today’s schools are anything but traditional. While we may be familiar with the classic “carpet”, walking into a classroom with yoga balls, standing desks, and flexible seating definitely raises eyebrows. Desks face in all different directions with some teachers completely “de-fronting” their classrooms all together. The common questions parents want to know is: Is this really good for our children? Is this practical? It didn’t exist when we were young, so why now?!

When it comes to a classroom set-up, there really is no right or wrong answer. However, the statistics connected to the mental health and well-being of students, along with increased stress and anxiety, leaves many educators wondering – how can I reduce this, help keep my students engaged, and ensure that I am uncovering the potential of each and every child while exploring all of the curriculum for the year?

The Ontario Curriculum is heavily focused on inquiry-based learning. When we take into account the need to help students learn how to be expert “investigators,” coupled with having to learn how to cope with common stressors, we are really asking the students to do one important thing – self regulate. The “Thinking” classroom does just that. It encourages students to take ownership and accountability over their own learning while learning how to overcome various obstacles that hinder this along the way. It shifts the concept from a “teacher-centered” classroom to a “student-centered” classroom where the student is the focal point.

So, how does the “Thinking” classroom do this? The “Thinking” classroom set-up does the following:

• de-fronts the classroom leaving all four walls as equally important spaces for students to reference;
• ensures desks and work spaces face all directions (with the use of round tables for example) which supports “de-fronting” the room;
• uses a variety of desk/table set-ups for students to work independently or with small groups;
• allows for a variety of ergonomic positions with the use of carpet space and standing desks (including the traditional table and chair);
• allows for flexible seating where students are randomly paired together, work with a variety of different students frequently, and work in spaces that are best-suited for their needs;
• keeps the space equitable for students with various needs including the use of yoga balls for sitting and bouncing while they work, headphones to block out noise, and the right to a break when the student needs it;
• ensures students can work digitally if they prefer or need to;
• allows for vertical, non-permanent work spaces to encourage greater collaboration among the students as well as comfort in making errors along their learning journey;
• makes a teacher’s desk optional in order to provide a more collective space for teachers and students to work together.

This modern-day approach to classroom set-up is relatively new with an ever-growing list of criteria and options. The list grows as research findings continue to grow. Moreover, as teachers continue to experiment with new ideas, they also continue to share what works. But, we also acknowledge that it is not for everyone. Teachers have to be prepared to relinquish clear authority and students have to be prepared to accept more responsibility. If students have never experienced this kind of set-up before, transition time to adjust is almost mandatory. In essence, we are working to help our students be more independent. That can take time.

There is no denying that as students take ownership over their own learning and find positive and effective ways to self-regulate, the students are rarely asked to leave the classroom and most remain engaged and focused during their learning blocks. The classroom is a fabulous world! And much like the outside world around us, it is constantly evolving. An educator’s role is to ensure that this small world which houses your children every day is an inclusive, positive, and safe space for them while helping them grow as learners. The “Thinking” classroom can definitely help do just that!