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THE CLASSROOM : - Coggle Diagram

- - - - You may decide to deliberately place students from different language groups next to each orther or more importantly
    - - You can sit stronger students next to weaker ones in order that the former can help letter
    - - Contrastingly. You can group learners by language level-sitting stronger students next to each other and weaker students together
    - - The wherever they sat when they came into the room arrangement very often reflects friendship
    - - Ask your learners to plan who sit where.
- - - - Some classrooms have thin walls. In hot countries, rooms may be made of bare concrete and constructed without doors or window glass
    - - Teachers (with all their effort at the front of the room) often get hotter than students and may wish to have more ventilation in the room
    - - The sound qualityof a classroom is a crucial aspect of its usability, but is also a factor that the individual teacher can often do little to affect
    - - In many countries, the air conditioning is so noisy when switched on that no one can hear anyone else, but switched off the room is unbearably hot and humid
    - - If the light is not good enough, this is a major problem
  - - - You can also put up posters and writing work prepared by your students
    - - Take the decoration idea a step further by making distinct zones within your rom
    - - A simple way to liven things up is to put lots of pictures and posters on the walls
- - - - Pull the tables together to form a large table
    - - If you have the luxury of a large enough classroom and three are spare chairs
    - - In reducing the rigid right angles of most classrooms, this can feel more informal, yet stil provide desk space
    - - This is a very democratie arrangement allowing everyone to see everyone else
    - - This allows learners to make eye contact and communicate with each other
  - - - If there is enough space in your room, try putting the tables behind the chairs
    - - Or try working groups without any tables
    - - Keep the traditional rows,but angle them a little so that they leave a large diagonal space in one corner at the front
    - - Turn desks to face each other, rather than all facing the front
    - - A shape made up of diagonal rows with the arrow pointing towards the back of the class
    - - Group learners round tables
    - - Rather than the typical straight-line rows, try curving the lines a little, perhaps facing a long wall of the room
    - - gg
    - - Arrange rows of desks and seats around all four edges of the room, or closer in, allowing space to walk behind the seats
- - - - Divide up the available storage space (drawers, cupboard space, shelf space) so that each teacher has their own are
    - - If you have the luxury of any free space in the room, you could propose that each corner is reserved for a different teacher or subject
    - - Agree that the noticeboard and any usable wall space be fairly divided (either by the teacher or by the different classes that use the room).
    - - It may be that one teacher really wants the room to be in a certain arrangement (perhaps a traditional one of rows), while you or other language teachers may feel that they want a layout more suitable for interaction and taks
- - - - Sitting down suggests a slower pace, a different tone and less in your face teacher mode
    - - Sitting down sends the signal to students that you are not about yo jump in to organise them, stop their task, start suggesting things or offer corrections
    - - When student are doing tasks they may not need to be monitored all the time
- - - - Some activities (Designing solutions, making plans, simulations, mock elections etc)
    - - Pull all the desks or tables together to make a single large 'boardroom' table which everyone sits around
    - - Try making railway carriages, Le separate blocks that have four our five seats facing a similiar four or five
    - - Arrange seats or tables to create the outline plan of a number of different connected room shapes, corridors, doorways, communal areas, etc.
    - - If these involve two or more opposing viewpoints, try a houses of Parliament divide with two ranks of seats facing each other
    - - When you have a task where learners must mingle, meet and talk with a number of different people, clear the desks/tables to one side of the room to create a party space
- - - - Should all the desks and tables be the same, or might some variety give the classroom a unique character and the possibility of working in lots of different ways
    - - Manager tend to place blackboards/whiteboards on the narrower end wall classroom
    - - There are tables and tables. Rectangular tables can take up unnecessary space and be hard to rearrange
    - - Will it cheer up lessons to be in a room that has a lot of yellows or blue, or might it have the opposite effect and be a bit nauseating
    - - Some chairs stack. Sone fold. Foldable tend to be less comfortable, but take up much less space when stored away
    - - Do you think it's a good idea to have lots ofnot noticeboards, or is open wall space better
    - - Language teaching classrooms are often furnished with flap chairs rather than traditional desks/tables
    - - Do you want to stock your stuff openly and accessibily, or does it need to be put away out of sight and perharps under lock and key