The Layout and Design of a Modern Classroom


I have been intrigued by some of the articles that have circulated recently about the ‘design’ of the ‘modern classroom’ as a consequence of ‘on-line’ learning. Well, I hate to shatter anyone’s illusions but the so called ‘on-line learning’ layout of a modern classroom goes back over twenty years to when the first lap-top equipped environments came to the fore in schools (in Australia I believe).

I was lucky enough to be involved in the design and build of a school back in 1998 which at the time was the first fully lap-topped school in the Northern Hemisphere with every child from age 4 to 18 had a lap top.  How we designed and laid out the classrooms was not simply ‘technology dependent’, but looked carefully at how a teacher and pupil actually interface – work with each other. It also looked carefully at the ergonomics of the desks, chairs and tables in relation to keyboard and screen use.

The first thing you notice with many teachers and their classrooms is that there is still exists the perceived need to have the teacher’s desk at the front with waves of pupil desks facing forwards. Then, you notice that many teachers plaster the walls at the back of the classroom with all sorts of vibrant and informative subject related material – wonderful. Except that none of the pupils can see these fantastic resources because it is behind them (and if they turn around to look they will invariably be in trouble with teacher).


During my teacher training and subsequently over the past 25 years of teaching, I have seldom simply stood at the front of a class and ‘Chalked and talked’. I like to move around and to be honest the place I liked to be was at the back of the classroom. Why? Pupils behave more (they don’t know where you are but can still hear you) and when you do need to emphasize something or write on the board you move to the front and address the class ‘old school’ style.

Move forward to 1998 and with a laptop equipped classroom the layout was even more appropriate. The only addition to this was that my desk was now at the back or side of the classroom because the technology meant that my notes/presentations are projected onto a screen at the front (wherever that may be). I have control of my presentations via a small handheld presentation remote (with laser point to pick out key points as needed) and all the pupils desks face forward or inward depending on the situation BUT they have adjustable swivel chairs that allow them to adjust to the correct height for them and also move to face different areas of the classroom or indeed me. I can see all their laptop screens so it is easy to see if anyone is ‘surfing’ or somewhere that they shouldn’t be (although I also had software that allowed me to see all their screen images on my own master screen if I needed to) and the pupils are on task simply because they don’t know exactly where you are so can’t take the risk of misbehaving.

Fifteen years on my classroom is still very similar except that in addition to my electronic white board/screen I have a flip chart and a wipe clean white board to doodle on.  Also, laptops are ‘old hat’ being replaced with tablets and other devices. But I adapt accordingly. I don’t tell a pupil off for using their mobile/cell phone in my lesson if it is being used to support what I am doing with them – be that taking a photo of a design or prototype, surfing for information or talking to an industrial contact in another country.  But I am rapidly discovering that I am the exception rather than the norm.

It’s quite scary – normal learning spaces have remained the same for centuries: a rectangular box filled with rows of desks facing the teacher and writing board. As a result, today’s students and teachers suffer because these outmoded spaces inadequately support the integration of the three key elements of a successful learning environment: pedagogy, technology and space.

Change begins with pedagogy. Teachers and teaching methods are diverse and evolving.  From one class to the next, sometimes during the same class period, classrooms need change. Thus, they should fluidly adapt to different teaching and learning preferences.

Technology needs careful integration. Students today are digital natives, comfortable using technology to display, share and present information.

Space impacts on learning. According to Tony Bates of Online and Distance learning Resources:

more than three-quarters of classes include class discussions and nearly 60 percent of all classes include small group learning, and those percentages are continuing to grow”.

So where are we heading in 2013? What is the ideal classroom layout for a school? Flexibility is key.

I strongly believe in the statement that ‘we shape our environments, and our environments shape us’. Providing teachers with a flexible, well-designed learning environment is likely to encourage major changes in their delivery and method; stuffing them into rectangular boxes with rows of desks will do the opposite.

What is clear is that schools and teachers need to do some hard thinking about online learning, its likely impact on classroom teaching, and above all what kind of school experience we want pupils to have when they can do much of their studying online.


The ’3 R’s’ alone are no longer enough.

I published on my blog earlier today a very good video (What most Schools Don’t Teach…) that highlights one of the plights of modern education today – that is, what, exactly should global economies be including in their education provision and curriculums to help prepare youngsters for the world of work tomorrow and beyond?

The video highlights what I consider to be a black hole that exists throughout education around the globe. The basic fundamentals of the technologies that help shape our world are simply not being addressed within curriculums worldwide despite being ‘mainstream’ for some 30 years.  This is not simply about ‘code’, but the use and teaching of information and communication technology in general.

We all use computers in one form or another (from the digital watch on our wrists through using our Macs, PC’s, tablets, mobiles, vehicles we drive and the countless technologies that control our homes and lives in many other ways) but the massive deficit of skilled workforce to feed our demands in this area, it would seem, is significant.

Schools need to embed coding (no pun intended) and other basic Information and Communication Technologies (ICT) into regular, routine educational provision from an early age. And I don’t mean simply providing ‘a lesson a week’ to the cause. All subject teachers need to include this in their work irrespective of subject discipline.

There’s no blame culture here, just a realisation that Schools, Governments, Teacher Training Agencies and Curriculum Providers must work together to help in preparing our youngsters accordingly.  

I was lucky enough to be part of a team of pioneering teachers that kick-started a brand new International School in Toulouse, France back in 1998. Every child aged 4-18 had a laptop. There were no dedicated ‘ICT’ rooms or labs. All classrooms were equipped to handle class sets of laptops with appropriate printing and projection capability and, more importantly, all teachers (irrespective of subject) were trained on how to use the technology everyday.  More importantly, teachers and pupils were given insight into how basic code could be used in their work for customisation.  The move towards a ‘hypertext’ curriculum was the ideal. Within a couple of years many KS3 (pupils aged 12/13) had websites that were virtual portfolios of their work that were constantly evolving and organic. And they updated them as part of their curriculum.

Three things helped us make this work:

  • Firstly, all teachers and support staff were involved, and trained, to deliver computer-based education. This was not the domain of a single ‘ICT’ guy or girl. Everyone contributed to the cause and this was seen as an integral part of their skill set delivery regardless of subject discipline.
  • Secondly, all supported the philosophy from the Head and senior management, governors, sponsors, teachers and parents through to the pupils. There was a common desire to succeed. This was important.
  • Thirdly, you had to be open-minded and divergent in your approach as a school; as a teacher. There are risks (there always are) but the benefits far outweighed them. Safety was key (providing initial training to parents and pupils prior to having the laptops so they were aware of the possible pitfalls associated with technology use – security protection, ergonomic issues, the laws relating to ICT use and so forth).

It is interesting to note that in the UK, the so-called ‘3 ‘R’s’ phrase (Reading, Writing and Arithmetic) was coined in around 1825 by Sir William Curtis MP in a toast given during Parliament. It referred to the foundations of a basic skills centred education within schools.

It is clear to see that in 2013, almost two hundred years later, that these ’3 R’s’ alone are, quite simply, no longer enough.