Classroom Design

Classroom Layout

Learning Space

In my classroom layout, I chose small group seating arrangements with groups of four. There are six groups of desks facing each other, and all students can still see the board from their seats. I positioned the desks in the center of the classroom, away from potential distractions such as the teacher’s desk, mailboxes, and the classroom library.

Around the classroom, there are several designated work areas. The main area is the whole-group rug, where morning meetings, brain breaks, and whole-class instruction will take place. In one corner of the room, I have a small-group “macaroni table” with flexible seating options such as yoga balls, pillows, chair bands, or bungee chairs to support student comfort and focus. Another corner features the classroom library, which offers a variety of books and comfortable seating. This space also includes a calm-down corner for students who may need a short break.

My teacher desk is located at the front of the classroom but pushed off to the side, allowing me to maintain a clear view of all students while minimizing distractions. I plan to move around the classroom frequently, circulating among desk groups to check in, assist, and engage with students. The grouped desks also allow flexibility; they can be rearranged easily for different types of collaboration or activities.

In terms of traffic patterns, students will most often transition between their desks and the carpet, so I’ve intentionally avoided placing furniture in those pathways. The cubbies are close enough that students can quietly access items like water bottles or jackets without disrupting others. The small-group table is also positioned conveniently near student desks, allowing me to call students over quickly for focused instruction.

Rationale

I created this classroom layout with the students in mind. As discussed in class, there are many different seating arrangements used in classrooms, and I chose to move away from the traditional rows and columns. Traditional seating often signals a teacher-centered environment where the teacher is primarily lecturing, which limits opportunities for peer collaboration. By grouping students in fours, I aim to promote collaboration, problem-solving, and social engagement. This setup also supports one of my core beliefs: building strong relationships within the classroom community.

In addition, I value flexible seating arrangements, so I incorporated flexible seating options at my small group table. Throughout class discussions and videos, I learned about the benefits of flexible seating and examples such as yoga balls, chair bands, bungee chairs, and pillows. Consistent with my philosophy of shared decision-making, I would involve students in creating a list of flexible seating choices and allow the class to vote on which ones to include.

My design choices are also influenced by my field placement in a second-grade classroom. I admire how my mentor teacher limits distractions by maintaining a purposeful, uncluttered environment. Her decorations are intentional, with student-created work and visual supports that connect directly to the curriculum. She also models strong teacher mobility, moving around the room and encouraging collaboration among students. Overall, my classroom learning space is designed to foster student engagement, reduce distractions, and encourage peer collaboration, all while keeping the students’ needs and voices at the center of the environment.

Focus Wall

Academic Wall Space

I plan to include an academic wall in my classroom that highlights our weekly learning goals, including key stories, strategies, skills, and vocabulary. This visual display will serve as a reference for both myself and my students, giving a clear overview of what we are learning each week and helping everyone stay on track. The board will be updated weekly to reflect new goals and keep students engaged. The academic wall connects to the ideas of William Glasser, Rudolf Dreikurs, and Alfie Kohn, who all believed that students learn best when they have ownership and a voice in the classroom. By making learning goals visible and allowing students to contribute to or reflect on them, students can take responsibility for their progress and understand the purpose behind their learning. This supports my philosophy of shared decision-making and creating a classroom community where students feel included, motivated, and proud of their growth.

Community Wall Space

In my classroom, I plan to implement a community board titled “Pieces of Us.” Each student will receive four puzzle pieces with prompts such as “My personal goals…,” “I am proud that I…,” “I’m good at…,” and “My school goals.” Students will decorate their pieces to reflect their individuality, and together these will form a larger puzzle representing our classroom community. This display will showcase students’ creativity while fostering social-emotional learning, connection, and class cohesion. The “Pieces of Us” community board connects to the ideas of Haim Ginott, Alfie Kohn, and Linda Albert, who all emphasized the importance of relationships in the classroom. Ginott believed in respectful, caring communication, while Kohn encouraged building classrooms centered on community and connection. Albert’s Three C’s (capable, connect, and contribute) show that students thrive when they feel they belong and can make a difference. This board reflects my philosophy that strong relationships help students feel valued, respected, and part of a supportive team. When students see their pieces come together, it reminds them that everyone in our class matters and that together we create a caring classroom family.

Community Wall Space

Behavior Management Chart

Management Wall Space

The Stars Reward Chart will be used as a classroom management tool to encourage smooth transitions, positive behavior, and focused learning. As a class, we will work together to choose a reward that motivates everyone. The second grade field class I am currently in earns a star for showing “superstar behaviors,” especially during respectful and efficient transitions. When routines are followed correctly, a star will be added to the chart. This system uses positive reinforcement and keeps the classroom organized, since the chart will be displayed neatly on the whiteboard to avoid clutter. The Stars Reward Chart connects to B.F. Skinner, the Canters, and Haim Ginott, who all supported using positive reinforcement to guide student behavior. Skinner believed that rewarding good actions helps students repeat them. The Canters’ Assertive Discipline model focuses on clear expectations and positive feedback, while Ginott’s idea of appreciative praise encourages teachers to recognize effort rather than label students. This approach reflects my philosophy of building a safe, respectful, and encouraging classroom where students feel motivated, supported, and proud of their choices.

Space for ALL Students

IMG_9644.MOV

References

Heart2Heart. (n.d.). Stars System [Image]. https://heart2heartteaching.com/blogs/news/stars-a-reward-system-that-really-works?srsltid=AfmBOooxvTZTxnY4F6s2NN_SUf6L7ATWVzfrCImIk359wNAy-gwAujwA

Kirsten's Kaboodle. (n.d.). Bulletin Board Ideas That Build Community for Back to School [Image]. https://www.kirstenskaboodle.com/back-to-school-bulletin-board-ideas-that-build-community/

Learning in Wonderland. (n.d.). Focus Wall [Image]. https://learninginwonderland.com/2017/06/easy-to-maintain-focus-wall.html

Page updated

Report abuse