7. Classrooom Design: Changes Over The Years

Classroom design impacts the teaching and learning process greatly. The design must provide a sense of “belonging” and “security”. Otherwise, learning is less likely to take place –especially when students do not feel comfortable or secure in their own classroom. The room design has to meet students´ needs; for instance, the classroom should meet the needs of visual, auditory, and kinesthetic learners.

Classroom design has changed over the years. In the past, the design was more restricted and limited. Desks used to be secure to the floor, not allowing group work, or at least making it difficult. In addition, there were not many technological advances, and classrooms could not count with the resources we have now: computers, audio-visual aids, etc. Now, the design is much more flexible, and the main concern is to make students feel comfortable and secure. Each classroom is unique, and represents its community of learners. In both cases, it is important to notice how each design correlates with the teaching methods and classroom environment: a more restricted in the past and a much more flexible one in the present.

In the traditional classroom design, students´ desks are organized in rows. These rows face the teacher´s desk, which is in front of room. This is a teacher-centered classroom, and it corresponds to traditional teaching paradigm. The students are “passive recipients” in which the teacher deposits information. The teacher relies heavily on lectures, and assessment is usually carried out through quizzes and tests. Finally, this design does not foster social interaction or collaborative learning.

In the nontraditional classroom design, students´ desks are arranged in semi-circle or u shape, which fosters peer interaction. This design allows discussions, group work and collaborative efforts. Audio-visual aids, and multimedia also play an important role in this design. This design is learner-centered and it encourages learners to be active. Lessons are varied, that is, the teacher uses different methods, techniques, and strategies. Assessment can be carried out through experiments, collaborative projects, etc. This design allows students to have a sense of ownership as the lessons are not conducted with them, not at them. 

"I belong in this community!"