Learning spaces: not just a physical dimension

When I began preparing this article, I was conscious of only one meaning of ‘learning spaces”, that is, the physical environment alone. As I read my students’ responses to this issue, it became apparent that they were seeing ‘learning spaces’ as meaning much more than that.  In fact, they were seeing ‘learning spaces’ properly, that is, beyond the physical space, the classroom, and so on. These youngsters were describing a ‘space’ which had to accommodate their emotional, social and psychological needs as well. For them, learning is not just in a location but encompasses a complete package designed to meet their social, psychological, emotional and even spiritual needs.

These youngsters want the technology and the music, but they also want to be safe. They want to maximise their learning through learning spaces where teachers are central, but are caring and committed and where the spaces involve the natural and home environments that permit the growth of the spirit.  As I read and considered their responses, I became aware that ‘learning spaces’ are as much physical as a state of the mind.

I am quite happy to be accused of reading too much into this exercise and my students’ responses. However, I have found that their responses, although simple and awkwardly expressed at times, have provoked me to see beyond the physical and beyond the room (although they want this to be warm and wired into the world). I cam to focus on the design of ‘learning spaces’ that encompass the abstract ideals of education.

Listen to these youngsters, view their artwork, read their blogs and consider their sophisticated grasp of what we, as educators, must not overlook - the key emotional, social, spiritual sides to ‘learning spaces’.

This drawing by one of my students probably sums up what I feel the class was trying to say – give us a good space but make sure what goes on within that space is good as well. 

Other drawings by the class are available online at:

http://web.warracksc.vic.edu.au/~eng/learning_spaces/index.htm

My year 7 class was asked to consider what they would want for a ‘learning space’ in the year 2020.  I presented them with a work sheet of five steps and a rubric.  This is a class of battlers and low achievers. It was brought together only six weeks ago in a re-drawing of classes, due to staff illness. I do not believe that these students are accustomed to being consulted.  Some, possibly, will be disenfranchised as adults through low literacy skills but here, for once, they are being consulted.  They present a challenging perspective but one that is also valid and familiar with those of us who discuss and think about education in the future, once we have got away from thinking of little boxes. I was discomforted by much of what they told me but I can see great value and wisdom in their thoughts and I happily share them with reader in this conference.

While the assignment is flawed (and I will point out the ‘error’ later), it needed to do a number of other things.  It needed to meet the ‘Victorian Essential Learning Standards in History – Knowledge and Reasoning’.  I am also required to comment on the students’ use of ICT and thinking skills.  A copy of this assignment is available on my website at: http://web.warracksc.vic.edu.au/~eng/

Six weeks into the semester, I could not ‘waste’ time, such is the modern classroom and the requirements of the bean counters.

We started with a general discussion to set the scene and students were able to write their views on the brand new electronic whiteboard.  Their results are available online.

Here is an example from the electronic whiteboard:

Music is a key ingredient in the lives of these students.  They came back to this all through the project.  We cannot be surprised as these youngsters have their mp3 players and are, undoubtedly, adept at downloading tracks.  However, there was one surprise.  A student considered that her favourite, The Moonlight Sonata, by Beethoven, should be played all the time. 

Perhaps reflecting their dissatisfaction with school and their struggles to progress, a number wanted to study at home, one stating ‘… in a garden, or in front of a running river’ may be a reference to our cold weather and challenging heating system.  Home was the preferred learning space for a third. 

What we have to remember when we hear these statements is that these students are seeing the ‘learning space’ as something more than just a physical space.

The discussion also touched on the need for school to be a friendly place. This was a theme that students came back to throughout the assignment.  Finally, one student considered that the ‘learning space’ should consider their own learning styles, that is, whether they learned better in groups or as individuals.  This is a very pertinent point and is often key to successful work and a well tried teaching consideration.

I have no doubt, that like me, the reader has to be struck by the close parallels between the discussions and with issues discussed by educators.  I have no doubt that participants in iNet are familiar with these very ideas and concepts and even perhaps recognise, in these young people, kindred spirits.

Step 1 of the project asked the students to analyse what a ‘learning space’ might be, by comparing today’s school with their schooling five years ago (the historical knowledge!  The student as expert.)  I used a Y chart, where students use those key interrogative statements to the sub-conscious memory: ‘Does it look right, feel right, sound right’ and a PNI (positive negative, interesting or PMI).

What follows is a detailed account of what the class thought. 

Student A concentrated on the social aspects of ‘learning space’. This student (as did a worrying number of others) commented on the bullying and described much of what went on in school as ‘chaos’!  This student found the work interesting, but the bullying and swearing was alienating. ‘I do not belong!’ was a comment and dominated this part of Student A’s project.

Student B echoed A on the sadness and bullying.

Student C commented on racism but also felt that there was fun.

That school was stressful was remarked upon by Student D.  However, this student did enjoy visiting speakers and appreciated friendships.

Feeling mature was an advantage felt by Student F, even though parts were boring.  The teachers were nice, this student said, and this student even felt that some of the books were interesting.

Student G echoed the point about bullying but liked meeting new friends. G stressed the fun to be had.  This student commented on one class where learning was made easier by the use of songs.

Student H, while agreeing that it was great when everyone cooperated, used the ‘the zoo’ as a metaphor to sum up much of what this student saw. This student, again, objected to the swearing and found some of the work interesting and enjoyed the reading text.  Student H resented students who did not want to learn.

Student I did not like the system of ‘time out’, our current preferred disciplinary method.

Bullying and name-calling was noted again, by Student J.  This student said that there were a lot of fights.  Student J found the teachers interesting and commented that at least school was somewhere to learn.

Another student, Student K, again used such words as ‘sad’ and ‘depressing’ to describe feelings about school.  This student could not find anything positive to say about school, but did appreciate the visiting speakers.

Verbal abuse was of concern to Student M, who also commented on the very size of the school.  This student liked meeting new people, but resented ‘time out’ and some ‘stupid people’.  To this student, learning new things was a positive.

Student N also commented on verbal abuse, the size of the buildings and reported being scared and hassled.  This student liked meeting new people and learning new things but resented the bullying and rumour mongering.

Student O recognised the supportive nature of the school but complained that some things were boring. Student O claimed that the teachers were ‘pretty nice’.  This student resented computers that were down and out of action.  O found the fact that they were learning interesting.

My design of the work sheet made it difficult for students to reflect on their past experiences but they were very clear on their present circumstances and were able to bring this current knowledge forward and reflect on it.  Bullying, swearing, harassment and students interfering in the learning of others were constant issues raised by this class. Other issues concerning their current learning spaces involved committed teachers and many, while critical of some things being boring, noted that learning was taking place - perhaps despite faults they perceived.  Many valued the social aspects of schooling and learning new things, as well as the guest speakers and excursions.  No teacher was personally named in either negative or positive ways but certainly the administration and teaching staff have been given much food for thought.

My students certainly saw all these issues as part of their current ‘learning space’ and they need to be considered by any planning team designing a ‘learning space’ in 2020.

Step 2 of the project called on the students to design their own private learning space, indicating what would it look like.  Again, I used a Y chart to marshall their thinking and to give them the vocabulary.

Not all completed this task.  I cannot explain this, however, those who did gave us definite ideas.

Student A stressed that there was to be no swearing. Students were to be safe.  Teachers were to be fun and nice. Student C simply requested ‘Fun, Fun, Fun!’

Student H wanted a space, again, that was swearing-free.  It had to be quiet and peaceful.  This student wanted a learning space that makes people want to go to school.  A place that was bully-free would be a step in the right direction.  Student J stressed the need for a colourful space and for it to be different.

Student K, stressing the need for music, wanted loud Rock to turn his learning space into a ‘wicked’ place – an awesome place.  Returning to the theme and the need for a safe, nice and quiet place, Student M insisted that their learning space had to be bully-free.  Student N, again, reflected this need for a soft, warm, peaceful place that was clam and relaxed, even as the student suggested ‘… fluffy’.  Student O voted for comfort and music.

It makes you wonder, as educators, to what degree do our current environments encourage bullying, swearing, and so on.  Perhaps the very age and dilapidation of much of our fabric may be seen as a signal to participate in unsocial behaviour.

Step 3 asked the students to nominate what ‘stuff” they would like in their learning spaces.

My students wanted, among their wish lists, playground equipment, fantastic teachers, computers and especially laptops, excellent work and even a ‘pet’ robot to help with work.  There was a request for a skate park.  Music was, as has already been established, popular. One boy emphatically stating that ‘music helps me learn!’.  Good pictures and posters with which to decorate walls were also suggested.  Interactive white boards featured (matching the fact that the same week all our classrooms were so fitted), as were personal desks and comfortable chairs.  Even better, a couple of students suggested beanbags. One boy wanted all the food and drink ‘you want’ and others wanted better, even free, food.  One student voted for healthy food.  Another student suggested lots of games. Another student stressed the importance of ‘… warm, friendly teachers who want to teach’.  There was the suggestion of an aquatic centre.  (I can identify with that.  My own school had its own indoor pool.)  Another student wanted an oval.  Water is so scarce here (with our reservoirs at only 6.8% capacity after 10 years of drought, that we have had to give up on the watering).  Students who wanted to learn were rated highly by one student.  While one student wanted to be free of ‘worrying teachers’, she also wanted to be free of ‘annoying boys’ and suggested that there be segregated classes on the grounds of gender.  Quality books were put forward, so was less homework.  One student wanted live bands on a Friday.  Finally, flowing water with fountains was a suggestion that carried through from our earlier class discussion.

Again, these are ideas and concepts are probably well known to educators and the subject of heated debate and considered research.  They clearly give a sense that a ‘learning space’ has to be more than just a physical space.

Step 4 of the project made the mistake of asking a similar question.  However, it did allow the students to focus on one key point and provided an opportunity for the students to proofread their response and to add that response to a blog site.  It also gave them an opportunity to express the environmental needs of their learning spaces.

Games, music, laptops, personalised furniture, bully-free, and so on, are part and parcel of their requests. A feeling that what has been wrecked needs to be replaced was also obvious.

Allow me to quote, in full, from five contributions:

‘I would like a perfect school, with fantastic teachers.  Music.  Super playground, because it gets boring at recess and lunch.  Pets like a robot or a school pet, a real pet.  Fun games.  You can put games into lessons.  In Maths, LOTE, Science etc.  You also must have the other classes, as well, to get a good grade.’  Student A

‘I would like to bring my phone to school and listen to my music.’  Student B

‘I like nice teachers.’  Student F

‘I want our school to have colourful beanbags in each room because it makes the classroom more fun, interesting and a lot more comfortable for our bottoms.’  Student G

‘In my ideal school in the future, I would like to have a friendly bully free school that’s warm and the teachers are nice and want to teach with good facilities that don’t break down, lots of computers, good quality pencils and books.’   Student H

All students contributed to Step 4 and their comments are available online at my blog site at:  http://opie3.edublogs.org.

Finally, Step 5, asked the students to draw their ‘learning spaces’ of the future.  I was trying to cover all learning styles.  Their full efforts are available at:

http://web.warracksc.vic.edu.au/~eng/learning_spaces/index.htm

Again, music and technology dominate their spaces but so does the smiling face of a student, safe, happy, secure in her ‘learning space’.

These youngsters have set us a challenge.  They want ‘learning spaces’ that accommodate their technological interests and love for music, but they also want spaces that promote a feeling of safety and provide a space for their emotional and even spiritual development.  They are asking that educationalists work with architects, designers, psychologists, teachers etc to develop ‘learning spaces’ that will work for them.  A ‘learning space’ must assist in the elimination of bullying and swearing.  Colour, comfortable furniture, technology that works, books must all go into a carefully thought-out whole, and not just be a haphazard collection of items.

ABOUT THE AUTHOR

Mr Richard Opie is a teacher at Warracknabeal Secondary College, in Warracknabeal, Victoria, Australia.

 

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