Strategies for Reshaping Practice: The habits of the classroom #2

Make tangible changes to the environment

Teachers can make tangible changes to the environment to support new perspectives. This may include creating spaces for different uses such as reflection or hanging question bubbles suspended from the ceiling to stimulate curiosity. A tangible change can signal a deeper change. For example, the temporary removal of books at the beginning of book week can be the beginning of a change in attitude towards them. In many parts of the world books are a luxury for which people are grateful.

  • Teachers can add delightful objects to desks for a lesson on creating designs that bring delight to others. A reflective space can be created as a result of a personal development (PSHE) lesson for children to think and pray using a soft toy and fleece bag.
  • Teachers can add paper litter to the floor for a lesson on the environment or in personal development (PSHE) looking at our responsibility for the environment.

These instances of tangible changes actively work with the new perspective of the teacher. To ignore the role that tangible changes make can mean missing out on an aid to our teaching.