The structure of an effective classroom.

                                    Classroom Structure

A model classroom has many factors that work cohesively together to promote student success.  When these factors are orchestrated professionally there is a proven exponential impact.  For this post I will discuss the basics of the structure of a classroom that are noted to make a difference in student interaction and efficiency.  Structure is not my word in particular, but it is a word used quite often in my classes and online in the field, so I decided to adopt it.  For my own purposes, when I say structure, unless otherwise stated, I mean the orderliness and function of the room and the atmosphere that it creates.  My instructor has made an explicit point to emphasize orderliness in the classroom.  She promotes the expectation that professionals remain organized and aware of how to best utilize a space so that it reduces the stress felt by both the teacher and the students.  Although she isn't associated with the work of literature I will pull from for this post, she definitely stands in agreement, almost to a tee, with the author and shares points of view on virtually every topic.

     The author is named Fred Jones and he has developed a lovely PDF file that is very concise, complete with rubrics, illustrations, and examples of what an effective classroom does and does not look like.  It is certainly worth a glance through.  I will be spending the remainder of this post on his work because I believe it is a great place to start. 

Step #1: He demands that the physical environment is clean and orderly and that every learning tool on hand is "proactively managed".  He states that in order to be effective you need to start the day with a clean floor and clean countertops and desks.  Anything atop the tables and countertops needs to have a purpose for current use.  He states that the books in the bookshelves need to be organized with the spines facing out.  The room needs to smell clean and be well lit, in a word, be inviting.  He also stresses the importance of having plenty of student work displayed in prominent view of anyone entering the classroom.

Non-examples he provides are of a teacher's desk piled high with papers, folders, and notebooks; a bookshelf with an overstocked bin of mish-mash and random items shoved haphazardly in a corner; gum and used pencils and tangled cords, which are actually trip hazards, cluttering the floors.  These things are eye sores that no principal or parent wants to see and can create discomfort in students.  It gives the impression that the teacher does not care.

Step #2: He demands that there be no exception, that at all points in time teachers and students should be able to move about the classroom freely and safely with jackets, backpacks and desks arranged thoughtfully.  He states that backpacks and jackets need to be in an organized central location and that once a seating arrangement has been agreed upon, the seats need to be arranged accordingly with equal spacing and space for traffic to move through. 

Non examples he provides are two student desks in a corner with books and jackets piled up with no clear purpose besides being a catch-all.  He also shows a picture of a half dozen computers and broken earphones and draping cords dumped in a corner, going to waste when they could be utilized by students.  Once again, 
definitely not what administration would want to see and a disservice to students who could benefit from the technology if it were to be put to proper use.

Step #3: He demands that every work area has instructions and a procedure for use, the ability to house materials needed ahead of time, and also have a checkout system in place for materials needed.  He also reminds us that computer time needs to be scheduled and dedicated to a specific purpose.  These simple organizational tricks will give you and your students confidence 
when they are working independently.  Most importantly it will ensure that they stay productive. 

He only provided one dismal non-example for step #3 and it illustrates all on its own what a ineffective work area looks like.  It's an extremely messy computer station with CDs and papers, a stapler, and what looks like a calculator all blocking the students from reaching the keyboards.  There's a materials cart in front of the station that serves no function. There are more scattered cables and a box on the floor near where the students feet would be.  There are small plastic figurines standing on top of one of the monitors.  It's ugly.  No one would feel welcome in that place.  I could guarantee there would be someone feeling as though they should volunteer to clean it up for the teacher out of pity.  That is never a position to be in if you desire to be considered a competent instructor. 

     These three steps are the bare basics of what it takes to create an effective environment in the classroom.  It's what every student needs in order to function appropriately in a classroom.  Fred Jones goes deeper into other aspects that can help teachers deliver an even deeper sense of contentment for the students in their care which would take too long to cover for this assignment.  His PDF is available, and accessible by simply clicking here.