Classroom Setup (Part Two)

Shortly before the families started to arrive to meet with me, I've finished arranging my classroom. I've done a fair bit of reading and talking with colleagues about the Reggio Emilia approach and its foundational principles. In Reggio Emilia, the physical environment is referred to as the "third teacher" (after the parents and school teachers, I believe).

Here's our meeting area from a couple of angles:

If you notice the calendar is in French, it's because we do the calendar and weather as part of our Basic French each morning. The colourful files by the chair and the wire basket in the nightstand are basically my "teacher desk" - papers I want access to with the kids, clipboards ready to record observations, committee notes, etc. A few other files are on one other shelf, and I have a file cabinet with resource books,etc.

As you look around the room, you'll see shared supplies in a central area, books displayed and easy to access, math supplies labelled and easy to access. Children do much of their work at tables, and sometimes on the carpet of in other quiet corners if the work suits it.

Here's a shelf with science items - building items, magnets, magnifying glasses, measuring equipment, some natural items. The non-fiction books are on a shelf next to it. The basket on top contains books on our current class investigation - rocks.

This is an art corner, though it's used all day long in a variety of ways. Art supplies are stored in an organized and accessible way. We get fantastic sunshine from the south all year long through this window, so our plants are also in this corner. Plant supplies such as the watering can, gloves, trowels, and soil are stored below. The low table is a great meeting place. The higher shelf by the window is a quieter place to work alone or with a friend.

How we set up our spaces communicates our belief about what learning is and should be. It invites children to behave and value certain things, and to disregard others. My classroom is a reflection of my beliefs about teaching and learning. It shows that learning is strengthened by collaboration. It has a basic organization that helps children find the things they need, and to care for them with minimal support. It respects a variety of learning styles and preferences. I think, before the students set foot in the room, that it will support the work we do as a community this year. The test will be whether it does indeed work for children. If it does not, we will change it together.