Self REgulation
The primary purpose a transformed learning spaces is creating a space that gives students the opportunity make decisions about what works for their learning in the moment. Dr. Stuart Shanker, Canada’s leading experts on self-regulation, suggests we can create supportive environments for our students by providing choice. He states “students will naturally gravitate to those parts of the room where they are most comfortable”. Students should become “architects of the environment they are happiest” Shanker states. We should ask students what they want on the floors or the walls. “Children are remarkably perceptive once we start to explain what self-regulation feels like”. He suggests educators should help students to create “islands” within the classroom. Spaces where students can be active or quiet, place for visual stimulation and a place that is visually quiet. By offering choice students can begin to decide how they learn best.
Designing Spaces for Innovation
- Make the space flexible
- Make the space inspiring
- Make the space collaborative
- Make the space a hard-working tool
- Make the space a reflection of our beliefs
- Make the space social
Step 1: Image of the child
Our “image of the child” as strong and capable is fundamental in the preparation of an environment that allows children to be actively engaged in the process of learning.
Step 2: Consider your current space
Step 3: Get students involved
Identify Pain Points
Is there anything unsatisfying about the present setup? To find out, use a whiteboard to draw a map of your current classroom, and visually identify the various sections. Students then use sticky notes to write a word or two that indicates how they feel or what types of actions take place while spending time in that section of the classroom.
Step 4: Solution Session
No money? No problem! Invite parents and community members to lend a hand. Re-purpose current furniture and look for creative solutions to enhance your space! Hint: less is more!
Step 5: Empty Room + Toss and Keep
Transformation Process
When your classroom community decides that it is time to transform the spaces, this is a rough outline for what that time could look like.
Phase One
Come back to early discussions about what students need as learners in the space. Brainstorm ideas and turn those ideas into a rough floor plan. That floor plan needs to be flexible as ideas will change and grow as learners see their space with new eyes. If there is time, begin to purge student desks and common spaces.
Phase Two
The GREAT Purge, this phase is both challenging and exciting, it is also necessary to the process.
Students and teachers will work together to purge the room of all unnecessary things. The purpose of this is to strip the space all the way back so that you can actually see the space you have. Students and teachers need to think about what they really need to learn. Anything that is not necessary can either go home, be recycled or be donated to community resources. When removing anything that is property of the board, be sure to consult with your administrator and custodial services. When all of the ‘stuff’ has been eliminated, move all of the furniture out of the classroom.
When the classroom is empty, bring students together to think through and feel their space. Acknowledging how students feel in the new space is really important. It helps them to think through what they really need to bring back into the room.
Phase Three
Time to re-create the learning environment! Bring back the furniture that the class decides they need.
Some things to consider; It’s really important not to bring all the desks and chairs back into the space. There should be options for places to work. To help students move out of their comfort zones, there shouldn't be enough desks for all. Think about different levels, tables that are low to the floor, standing areas, cozy areas to sit comfortably on the floor.
Celebrate the spaces, allow students time to explore and discover what aspects of the space work best for their learning!
Carefully consider the colours and materials used in the space. Natural tones and materials have a calming effect while primary colours can be overstimulating for many students.
Make a change tomorrow
- Turn your desks around to make tables rather than individual storage stations
- Minimize clutter on the wall > have students create displays/labels/charts
- Create collaborative work surfaces on the black/white boards
- Consider other non-permanent surfaces for collaboration (windows!)
- Raise or lower tables/desks to create different levels of work areas
- Start working on your stuff> Whatever you don't use TOSS IT!
Many thanks to the amazing and trailblazing SCDSB educators who have been involved in this inquiry.
If you have questions or would like to see a space feel free to contact Lisa Boate or crystal Carbino or any of these educators!
Aileen Ross, Amanda Harrison, Becky Kennedy,Chris Misener, Christie Arthurs, Delano Brown, Donnie Mills, Heather Snyder, Jamie Upham, Jen Hoogstead, John Playford, Leslie Beckley, Julie Newburn, Kate Hitch, Kelly Mills, Kerri Curtis-McCabe, Kim Limoges, Lauri Kowalyk, Michelle Cain, Mike Fuller, Rick Meraska, Rob McPherson, Sandy Lalonde, Veronique Vandermere, Whitney Sweeney, Sarah McCLoud