To continue from my Friday posting - I was intrigued by
Eugene's question about what a setting would look like that fit for a
variety of educational approaches (am I correct about that question,
Eugene?).
I've been on committees to design elementary school
classrooms when new schools were going to be built. Regardless of the
time and effort the committee put in - requests for adequate storage
space, surfaces for on-going projects, square footage larger than room for
thirty desks, tables instead of individual desks, etc. - by the time the
architectual plans got to the school board, the final criteria was cost
per square foot, and the lowest possible cost. So, in the end the
teachers still ended up with a cinderblock rectangle.
For several years my class was one of three at the end of a
corridor. I team taught with the two other teachers who were in the two
other classrooms. One of the teachers was a special education teacher and
had each year from four to six severe or profoundly handicapped students.
We used the three spaces by activity - one space for reading and writing
and theater, one space for science and water and paint and physical
movement, and the other space for math projects, movement, construction.
We also took over the hall and used it for large group demonstrations and
building community practice, student demonstrations, etc.
Last semester when I taught a university course I was given a
barren classroom with 42 individual desks and 37 students, a table and an
array of technology (overhead - computer - large screen tv, etc.) The
classroom was jammed and small group work ended up in the hall and the
nearby lawn. It was a windowless room and not pleasant at all.
This semester I've a room as large, six tables that each can seat
six, 22 students, lots of windows and even a sink. No technology but an
overhead projector.
This room is wonderful because I can set the tables up for large
seminar, or various small groups, and the class is a joy to be in.
So, Eugene, I think one kind of setting that works is one that has
flexible furniture that can easily be moved about for various activities,
enough space to move around in, and lots of natural light.
I have often thought that one indication that the American culture
doesn't value the education of children is by the miserable facilities
that are built for them. Colleges are a little bit better, and I've
really no idea why. Perhaps because so many of those in colleges are
adults. Also, colleges and universities have a history of greater
prestige than elementary schools. One indication is that a college
teacher has an office and an elementary teacher has a desk.
Anyway, some thoughts about practice and it's setting and origins.
Phillip