7. Classroom Design: Changes over the Years

         For many teachers classroom design may not seem important, but indeed classroom design plays an essential role in the teaching-learning process. The design must make students feel comfortable and a sense of belonging so that learning takes place best. Moreover, it must provide enough space according to the students´ needs. For instance, students in a classroom full of desks may not feel comfortable as they do not have enough space to move around while doing activities.

     Over the past twenty years, classroom design has changed a lot. In the past, classroom design was completely different than it is nowadays since the desks were secure to the floor, and they were all arranged in rows not allowing group work, discussions, and so forth. In addition, classrooms in the past did not count with technological advances. Nowadays, most classrooms have a large writing surface where the instructor or students can share notes with other members of the class. Traditionally, this was in the form of a blackboard, but these are becoming less common in well-equipped schools because of new alternatives like flipcharts, whiteboards, and interactive whiteboards.  Many classrooms also have TVs, maps, charts, pencils, books, and LCD projectors for presenting information and images from a computer. Furthermore, in the past, schools and institutions would often have one computer lab that served the entire school only at certain times of the week. Computers in the classroom itself increase interest in learning and awareness of the importance of what is being taught. Pupils are less likely to feel that a subject is archaic if the teacher uses new technological instructional techniques, increasing the students’ interest in learning something new. A more restricted classroom design has changed to a more flexible and equipped one.

  

   “The Traditional Classroom Design” has had one setup: straight rows of desks facing the front of the classroom. While this keeps attention focused on the teacher, it does not allow for group work or discussion. This is a teacher-centered classroom as the teacher´s desk is at the front, where he or she stands and lectures the class. Furthermore, students are passive and recipients of information since the teacher delivers the topics starting with a lecturing presentation style. There are specific routines and repetitive use of methodology. This design does not allow teachers to encourage students’ interpersonal intelligences, or to share as a community.

    

         “The Non-Traditional Classroom Design”: in this classroom design students´ desks are arranged in semi-circle or U shape what allows students´ interaction. Moreover, this design allows group work, discussion, peer interaction, and so on. This design is student-centered as it encourages learners to be active. Moreover, the teacher delivers lessons using varied or multiple styles of delivery in different parts of the room. These may include anecdotes, storytelling, small-group collaborative exercises, and hands-on activities involving the entire class, partnerships, some individualization, and learning centers where the teacher serves as lesson facilitator.