The first step in our process was to hone in and observe our classes from a new perspective. Yes, I know the desks are uncomfortable. Yes, I know they shift and move, and then my room no longer looks as organized and well thought out as I would like. But no, I didn't know what this was actually like for my students trying to function for the hour they are in my room. So my investigation began. Below you will find links to notes that were taken as both myself, and other people observed my classroom. There are also images and video, including a video of the transitioning from one period to another.
The next step in my inspiration was to examine my students' perspectives and gain as much insight as possible into their lives in my room. Over the course of about a week and a half, I conducted several activities with my students to pull different ideas and perspectives from them. Some activities were more open ended while others were more structured so I could gain specific information from them.
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Several classroom layouts designed by my students. These sketches were quite revealing. I was surprised at the fact that many students left desks in rows. Upon inquiring as to way, the general consensus was because that's what a classroom is and looks like. This opened my eyes to the fact that the shift in our room will not only be transition and change for me, but that it may be more challenging than I expected it to be for my students. After all, the schemas they have developed after eight or nine years of school have led them to expect an assigned desk, in a stationary spot in the room. Several students also left me a designated area in the room. Some of my super thoughtful students even denoted it should be a "fancy" or "fun" teacher area. This made me smile, but also made me think. Am I back near my desk more than I think? Even if it is only to grab our supplies or activities, do my students see that as me separating myself from them? Eliminating this "teacher space" will be another huge paradigm shift that both me and my students will have to adjust to.
Although not one of these designs was the same, there were several common things in many of them.
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Two descriptions of the "perfect" classroom according to a couple of my students. Other commonalities between my classes descriptions included the following.
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When we started the "bug" lists, I was excited to see what my kids had to say. When I sat and began reading through all of the post its they wrote as individuals, it was incredibly eye opening. The images to the right are some of the table groups' top three problems and their proposed solutions. |
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