I believe that classroom environments are most effective when they are literate and purposeful, organized and accessible, and, most of all, authentic (Miller, 2008).

When we create classroom environments that are attractive, comfortable, and purposeful, providing materials that support our work with children, structuring our time to support our goals, then we'll surely reap the results of our efforts (Taberski, 2000).

The arrangement of classroom furniture and materials helps determine the type of teaching that will take place there (Wrubel, 2002).

Designing the room arrangement is a top priority in a balanced literacy classroom since the environment directly affects the teaching and learning that takes place in a classroom. Although balanced literacy classrooms may vary somewhat in their layout, they are always welcoming, joyful places that promote conversation, collaboration and inquiry. In a balanced literacy classroom, students are actively engaged in their pursuit of knowledge and view themselves as readers, writers, mathematicians, scientists, historians and explorers.

When thinking about classroom environment it is helpful to consider three guiding principles: (1) student independence, (2) student ownership, and (3) purpose (available for printing as a PDF ).

Independence: Does the environment promote student indepedence?

• Are there designated areas in the room where materials are stored for math? Writing? Reading? Word study? Science? Social Studies?
• Are materials and tools labeled?
• Can students easily access the materials they need?
• Is there a leveled library where students can select texts that match their independent reading levels?
• Are there areas in the room that students can select to work independently? With a partner? With a small group?

Ownership: Does the environment reflect the collaborative efforts of both the teacher and students?

• Are there places in the room where work students felt they were ready to share with an audience is displayed?
• Have students had a role in developing the library? Does the library reflect their interests and who they are as readers?
• Are signs and charts made with and by the students rather than commercially purchased? (It is more meaningful to let students make welcome signs, calendars, labels and charts. It gives students ownership over the classrom and they are more likely to understand their purpose as well as use them effectively and independently.)
• Do students have a voice in how the classroom looks, sounds and feels?

Purpose: Does everything in the classroom have a purpose that supports teaching and learning?

• Are all charts purposeful and reflective of the current units of study in reading, writing, math, science, and social studies?
• Are all teacher materials, tools and papers neatly stored and organized so that they are quickly assessible?
• Is there a meeting area with a rug for the purpose of whole class discussions, meetings, mini-lessons, modeling, and demonstrations?
• Are there areas in the room for small group work?

* Areas for whole class, small group, partner and independent work are essential in a balanced literacy environment because they reflect the gradual release of responsibility instructional model; specifically the phases of teacher modeling, guided and independent practice, which is the foundation of the balanced literacy approach (Pearson and Gallagher, 1983).
When setting up their classroom environment, it is helpful for teachers to work together, visit other classrooms, and refer to professional texts which contain samples of classroom maps and photographs such as those suggested below.

• Classroom Architect. This incredible website was created based on what the research shows that the thoughtful arrangement of the classroom environment supports students' learning. "This tool provides teachers with an opportunity for experimentation with the layout of their classrooms without any heavy lifting." Specifically, teachers can (1) select their room dimensions, (2) drag classroom objects to the grid and/or draw objects and position each in different ways and (3) print out a copy of the classroom design. To use this free tool, please click on Classroom Architect.
• Simply Beautiful: Classroom Design For Gracious Living and Learning. In this video, Gail Boushey and Joan Moser ("The Sisters"), help five teachers makeover their classrooms. The result is inviting classrooms that create new opportunities for student learning. To learn more about this product including a preview of the video please click on Classroom Design For Gracious Living and Learning.
• Simply Organized: Classroom Library and Storage Areas. In this video, Gail Boushey and Joan Moser ("The Sisters"), help a veteran teacher reorganize her classroom library and storage areas. To learn more this product including a preview of the video please click on Simply Organized: Classroom Library and Storage Areas.
• Another valuable resource is the Mamaroneck UFSD September 2007-08 Learning Walk titled, "Investing in Learning."
• "Hallmarks for creating an environment for thoughtful content literacy instruction," adapted from Intellectual Character: What It Is, Why It Matters and How to Get It by Ron Ritchart, 2002.
• The Next-Step Guide To Enriching Classroom Environment by Bonnie Hill Campbell and Carrie Ekey (2010), contains a host of rubrics for teachers to use to examine their classroom environments. The goal is simply not to create a beautiful space but rather one that is based on research and sound theories about teaching and learning.

 

Chang, M. (2004). Classroom Management in Photographs. New York, NY: Scholastic.

Campbell, B. & Ekey, C. (2010). The Next-Step Guide to Enriching Classroom Environments: Rubrics and Resources for Self-Evaluation and Goal Setting for Literacy Coaches, Principals, and Teacher Study Groups, K-6 Spaces and Places: Designing Classrooms for Literacy. Portsmouth, NH: Heinemann.

Diller, D. (2008). Spaces and Places: Designing Classrooms for Literacy. Portland, ME: Stenhouse.

Miller, D. (2002). Reading with Meaning. Portland, ME: Stenhouse.

Miller, D. (2008). Teaching with Intention. Portland, ME: Stenhouse.

Pearson, D. & Gallagher, M. (1983). "The Instruction of Reading Comprehension." Contemporary Educational Psychology 8 (3): 317-344.

Taberski, S. (2000). On Solid Ground: Strategies for Teaching Reading K-3. Portsmouth, NH: Heinemann.

Wrubel, R. (2002). Great Grouping Strategies. New York, NY: Scholastic.