Classroom Environment Optimization

There's a limit to what passive design can do, but we need to maximise it before we resort to active cooling measures like air-conditioning. For a start, I don't understand why some schools still use ties as part of the school uniform. I mean, even in the workplace, ties have been pretty much ditched. It's time to adopt tropical-appropriate clothing for a much warmer world. "Tampines Secondary School has been able to use cool paint, optimised ceiling fan placements, sunshades on windows, and ventilated chairs to help students and staff feel cooler and more comfortable. In April 2018, the school was used as a pilot test bed for the Building and Construction Authority (BCA) to explore improving thermal comfort and energy efficiency in an existing building. Testing was conducted in the school using two adjacent classrooms – a reference classroom which was left unchanged and a test classroom which implemented the innovations. Cool paint, which reflects incoming solar radiation away from the surface, was applied to the roof of the test classroom. This resulted in a maximum reduction of 12 deg C in the roof surface temperature and an average reduction of 1.8 deg C in the indoor ceiling surface temperature. Eight smart direct current (DC) motor fans were installed in a staggered fashion in the test classroom, compared with the six alternating current (AC) fans, positioned in a two-by-three grid in the reference classroom. The optimised placement of the smart DC fans improved airflow speed at the front of the classroom, and distributed the air more evenly around the classroom. Most windows at the school were fitted with rain diverter devices to prevent rain from entering classrooms. The rain diverter at the test classroom was modified into a perforated panel to act as a sunshade. The sunshades led to interiors that were up to 1.2 deg C cooler in floor temperatures. Ventilated chairs with small holes in the back rest were found to increase surface heat transfer by 37 per cent. Those placed in the test classroom kept students more comfortable as they improved ventilation and helped the wicking of moisture from students’ bodies. Over eight weeks, the innovations were monitored for their effectiveness on thermal comfort and energy efficiency. The BCA, in collaboration with the Ministry of Education, published a report on its findings in 2018. All the innovations trialled in 2018 have since been implemented in Tampines Secondary School." https://lnkd.in/g5-sk9FC

Classroom management lays the foundation for a thriving learning environment. By building positive relationships, setting clear expectations, and maintaining consistent routines, teachers create structure, reduce disruptions, and foster student engagement. Proactive strategies help anticipate challenges and model emotional regulation, promoting mutual respect and accountability. With strong classroom management, educators reclaim time for meaningful instruction, and classrooms become spaces for growth, reflection, and joy. 🟥 Positive Relationships • In Action: Students are greeted by name, eye contact is intentional, and teachers model empathy and active listening. There’s space for student voice, whether through classroom jobs, reflection journals, or restorative conversations. • Impact: Trust flourishes. Students feel emotionally safe, which reduces anxiety and increases participation. A child who once hesitated to speak now volunteers to lead a group prayer or share a personal insight during a lesson. 🟧 Clear Expectations • In Action: Rules are co-created and posted visually, often with bilingual phrasing or symbolic anchors (e.g., “Speak Life,” “Honor Time”). Teachers revisit expectations regularly, using role-play or anchor charts to reinforce them. • Impact: Students internalize boundaries and begin to self-regulate. Transitions become smoother, and misbehavior is addressed with clarity rather than confusion. A student who once struggled with impulsivity now pauses and redirects themselves before acting. 🟩 Consistent Routines • In Action: Daily rituals like morning meetings, prayer circles, or exit tickets are predictable and purposeful. Visual schedules and timers support executive functioning, especially for neurodiverse learners. • Impact: Students thrive in the rhythm. They know what’s coming next, which frees up cognitive space for deeper learning. A student with attention challenges begins to anticipate tasks and complete them with growing independence. 🟦 Proactive Strategies • In Action: Teachers use proximity, nonverbal cues, and pre-corrections to guide behavior before issues arise. Lessons are differentiated, and seating arrangements are intentional to support collaboration and minimize conflict. • Impact: The classroom feels calm and responsive, not reactive. Students learn conflict resolution and emotional regulation by example. A student who used to shut down during group work now engages with peers confidently, knowing the environment is structured to support them. #TeachWithStructure #LeadWithRhythm

#Why Teachers Should Understand Students' Brains 1. Enhances Teaching Strategies -Knowing how memory works helps teachers plan effective repetition and retrieval practice. -Understanding attention span helps in lesson pacing and transitions. 2. Supports Individual Differences -Every brain is wired differently—teachers who understand this are better equipped to differentiate instruction. 3. Improves Behavior Management -Knowledge of brain development helps teachers understand impulsive behavior, emotional regulation, and respond with empathy. 4. Boosts Motivation and Engagement -Understanding dopamine and reward systems helps teachers use praise, feedback, and goal-setting more effectively. 5. Promotes Social-Emotional Learning -Teachers who understand the amygdala’s role in stress and anxiety can create safer, calmer classroom environments. 🧩 Key Brain Concepts Teachers Should Know (in points) #Neuroplasticity The brain can change and grow with experience. Teaching implication: Encourage a growth mindset and give students opportunities to learn through practice and feedback. #Working Memory This is the brain’s temporary storage space used for problem-solving and learning. Teaching implication: Avoid overwhelming students with too much information at once; present content in small, manageable chunks. #Long-Term Memory This is where knowledge is stored permanently. Teaching implication: Use repetition, connections, real-life examples, and storytelling to help information stick. #Executive Functions These include skills like planning, focusing, and self-control. Teaching implication: Help students develop routines, organize their tasks, and manage their time effectively. #Reward System The brain is motivated by rewards like praise and success. Teaching implication: Use positive reinforcement, gamification, and goal-setting to keep students engaged. #How Teachers Can Apply Brain Science in the Classroom 🎯 Use Retrieval Practice: Ask questions that make students recall information (e.g., mini quizzes, exit tickets). 🕒 Spacing Effect: Review material over days/weeks, not just once. 🧱 Scaffold Learning: Break down tasks into manageable parts to avoid cognitive overload. 🧘♀️ Regulate Emotion: Start class with calm routines; teach mindfulness or breathing for anxious students. 👯 Use Collaboration: Peer learning taps into social brain networks. 🎨 Make it Visual: The brain processes visuals faster than text (diagrams, mind maps, color coding).

Thrilled to announce that our latest paper, "Universal acoustic design for schools: An evidence based approach," is published today in Applied Acoustics! Did you know that in an average UK primary classroom, up to 8 children may have temporary or permanent special hearing and communication needs (SHCN)? For these students - and many others, including young learners and those with English as an additional language - typical classroom noise is a significant barrier to learning. Good acoustics shouldn't be an afterthought or a specialist provision; they are fundamental to creating truly inclusive environments. Emma Greenland has led this work since 2018,, along with myself, Adrian James, and Professor Emerita Bridget Shield; this work addresses a critical issue: the acoustic environment of our mainstream school classrooms needed to support the actual range of learning needs present in British classrooms today. In this paper, we propose a universal acoustic design framework for mainstream schools. Our key findings include: 🔹The Scale of the Need: 8% of pupils in England and Wales have SHCN, and a further 3% have social, emotional, and mental health needs which are negatively affected by poor acoustics. This means every classroom needs to be designed with #AuralDiversity in mind. 🔹An Evidence-Based Standard: Based on extensive analysis, we propose "reasonably adjusted" criteria for mainstream classrooms of 0.5s reverberation time and 35 dBA ambient noise level, for all age groups in all ventilation conditions. This solution is achievable in practice accounting for latest classroom design trends and other design constraints. 🔹Proven Benefits: Adopting these standards helps control the buildup of occupancy noise during lessons, which is known to detrimentally affect learning and academic performance. Teacher interviews conducted by Audiologist Karen Wright confirm that improved acoustics lead to calmer environments, better focus, increased peer interaction, and reduced vocal strain. 🔹A Holistic Approach: The most effective solution combines good acoustic design with assistive technologies and classroom management strategies to support every student. Creating learning environments where every child can thrive is a challenge we can meet with evidence-based design. Free access with this link for the full paper here: https://lnkd.in/e7ypX8yh We welcome your thoughts and discussion in the comments. #Acoustics #InclusiveDesign #UniversalDesign #SchoolDesign #LearningEnvironments #Education #SEND #ArchitecturalAcoustics #EvidenceBasedDesign #ClassroomAcoustics

I love Reggio Emilia’s concept of the environment as the third teacher. This idea works just as well in early childhood education as it does in a primary school classroom—or even an office. A thoughtfully designed environment can support learning, foster good habits, and boost overall wellbeing. In Reggio Emilia’s approach: • The first teacher is the parent or classroom teacher. • The second teacher is the student’s peers. • The third teacher is the learning environment itself. A well-designed classroom can act as the third teacher, shaping behaviour, sparking curiosity, and encouraging exploration. I once had a mentor who said he could tell how a project was going just by observing the state of the project room—proof that our environments influence more than we realise. What Makes a Classroom a “Third Teacher”? To create a classroom that truly acts as a third teacher, consider these key elements: Intentional Layout: Arrange furniture and materials to encourage collaboration, independent learning, and creativity. Open, uncluttered spaces can inspire curiosity and reduce overwhelm. Visibility and Accessibility: Keep tools, books, and resources at children's eye level. This will help them feel a sense of ownership over their learning. Natural Elements: Incorporate light, plants, and natural materials. Studies show these elements can improve focus, reduce stress, and create a warm atmosphere. Documentation: Display students’ work on walls to celebrate progress and reinforce learning. This practice, central to Reggio Emilia, makes learning visible and creates pride. Zones for Exploration: Create different areas for reading, experimenting, building, or relaxing. Giving children clear zones encourages diverse learning experiences. Tips for Teachers to Maximise the “Third Teacher” Observe and Adapt: Watch how students interact with the environment. Are they using spaces as intended? What sparks their interest? Adjust based on their behaviour. Involve Students: Let children help design the space by suggesting ideas or creating artwork. This builds a sense of belonging and ownership. Simplify and Rotate Materials: Too much clutter can overwhelm students. Keep materials fresh by rotating resources and ensuring every item has a purpose. Focus on Flow: Think about how students move through the room. Avoid bottlenecks or cramped spaces, and make sure there’s room for both quiet reflection and active collaboration. Technology as an Extension: In today’s digital world, some aspects of the “environment” live online. Design digital learning spaces with the same care as physical ones—easy navigation, engaging visuals, and clarity of purpose. This sketch is featured in my book Big Ideas Little Pictures.

Why your classroom is killing curiosity (and how to fix It!) You’ve been lied to.  Quiet classrooms don’t spark learning—they bury it. Here’s the truth:  Students don’t need silence and boring classrooms to start learning. They need environments that ignite their primal curiosity.  The Problem (And How to Fix It)   1. “My students won’t engage.” 🫴 Fix: Ditch lectures. Use sensory triggers instead.      💚 Example: Start lessons with hands-on experiments, textured materials, or scent-based activities (e.g., herbs for a history lesson on ancient trade routes).     📖 Research shows sensory rooms boost engagement by 56%  2. “They’re distracted 5 minutes in.” 🫴 Fix: Trade “sit still” for active discovery zones.  💚 Create stations with puzzles, role-play props, or interactive screens. Let students choose their starting point.     📖 Studies prove multi-sensory spaces reduce off-task behavior by 45%.  3. “I’m stuck in language-heavy teaching.”    🫴 Fix: Show, don’t tell. 💚 Use visuals, music, or tactile models *before* explaining concepts. 📖 A study on classroom displays found balanced visual complexity improves retention.  4. “Behavior issues derail my class.”  🫴 Fix: Let them move to focus.  💚 Incorporate wobble stools, standing desks, or 2-minute “exploration breaks.” 📖 Students in dynamic environments show 30% fewer disruptions.  5. “My room feels like a library.” 🫴 Fix:* Design limbic-first spaces.  💚 Use warm lighting, vibrant-but-calming colors (e.g., blues/greens), and open-ended play tools. 📖 Research shows curiosity thrives in “discovery zones,” not sterile rows.  The Science of “Messy” Learning  Your students’ brains aren’t wired for passive listening. The limbic system—the emotional core—drives curiosity. Language-heavy teaching targets the neocortex (logic), which 85% of learners can’t access until their senses are engaged.  At allLearners, we’ve seen classrooms transform by flipping the script:  1. Start with WHY through play 2. Use sensory “anchors”   3. Quiet comes last  Your Turn: Stop forcing attention. Build a classroom that earns it!!