Classroom

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An elementary classroom, Alaska, USA
Andrew Classroom De La Salle University.jpeg
A classroom at the De La Salle University in Manila, Philippines
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A classroom designed for dialogue at Shimer College, Naperville, USA
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A lecture classroom at the University of Cape Town in South Africa.

A classroom, schoolroom or lecture room is a learning space in which both children and adults learn. Classrooms are found in educational institutions of all kinds, ranging from preschools to universities, and may also be found in other places where education or training is provided, such as corporations and religious and humanitarian organizations. The classroom provides a space where learning can take place uninterrupted by outside distractions.

Contents

Types of classroom

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Children seated in a Finnish classroom at the school of Torvinen in Sodankylä, Finland, in the 1920s
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Classroom in Wuhan University, circa 1930
Students sit in a classroom at Anacostia High School, in Washington, D.C., in 1957.webp
Students seated in a racially integrated U.S. classroom, circa 1957
Digital carrel desk classroom 3D sketch Digital carrel classroom.webp
Digital carrel desk classroom 3D sketch

In elementary schools (from Kindergarten through 5th grade), classrooms can have a whole group of 18 to 30 students (in some cases these numbers may differ) and one, two, or even three teachers. When there are two teachers in a classroom, one is the lead teacher and the other one is the associate. Or the second teacher might be a special education teacher. There may be a third teacher in the back watching and taking notes. In lower elementary the classrooms are set up slightly different from upper elementary. In these classrooms there are tables instead of desks, a rug with a (Smart Board) for whole group learning, a library, computers, and centers. The rug is the focal point of the classroom and everything else is strategically placed around it. The teacher must be able to move swiftly through the classroom. To determine if the classroom is meeting the highest level of quality there is a grading scale called ECERS (Early Childhood Environment Rating Scale). There are 43 items on this checklist and it is divided into seven categories and they are as follows: Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interactions, Program Structure, and Parents and Staff. [1] In an upper elementary classroom students now use desks, there is no rug for whole group learning but there is a Smart Board and computers. Students also start practicing switching classes to get accustomed to middle and high, usually in fifth grade school transitions.

In a self-contained classrooms there are 7 or fewer students. Self-contained classrooms are designed for children that need more one-on-one time. Teachers get to solely focus on their small group of students and create individualized lessons for each child. An integrated or inclusion classroom can be thought of as a mix between a traditional classroom and a self-contained classroom. In this style of classroom, there is a mix of general students and students that need services. There are two teachers in this style of classroom, a general education teacher and special education teacher. They both teach and serve the students in the classroom, but during certain parts of the day the special education teacher may pull the students that have services to give them additional support. This allows students with accommodations or an Individual Education Program (IEP), to still get to be in a general classroom but also get the individualized instruction they need.

Middle school and high school classrooms are set up quite similar. There is one teacher and students transition from one classroom to the next. They do not stay in one classroom all day. These classrooms can have around 20 students. Students may not exactly have the same group of students in each class depending on the students' schedules.

High school students in a modern classroom at Thomas Jefferson High School in Denver, Colorado circa 2023 Thomas Jefferson High School Students in a Classroom.jpg
High school students in a modern classroom at Thomas Jefferson High School in Denver, Colorado circa 2023

Then college classrooms are set up in a lecture hall or auditorium with one teacher, also called a professor. Typically this teacher has a Teacher Assistant (TA), which is a grad student. This person may help administer or grade tests. They can also hold review sessions for college students to come to once or twice a week.

Some other types of classrooms that a middle/high school or college might have include computer labs for IT lessons, gymnasiums for sports, and science laboratories for biology, chemistry and physics.

Decor and design

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A classroom at Jakarta Cathedral, Indonesia for religious education/purposes used by catechumens
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A classroom at Hainan Medical College, Haikou City, Hainan, China.

The layout, design and decor of the classroom has a significant effect upon the quality of the educational experience. [2] Attention to the acoustics and colour scheme may reduce distractions and aid concentration. The lighting and furniture likewise influence factors such as student attention span. [3]

Historically, relatively few pupil-centric design principles were used in the construction of classrooms. In 19th century Britain, one of the few common considerations was to try and orient new buildings so the class windows faced north as much as possible, while avoiding west or southern facing windows, as in Britain northern light causes less glare. [4] Desks were often arranged in columns and rows, with a teacher's desk at the front, where he or she would stand and lecture the class. Little color was used for fear of distracting the children. In the 1950s and 60s, cheap and harsh fluorescent lights were sometimes used, which could cause eyestrain. Research has suggested that optimal use of daylight, acoustics, color selection and even the arrangement of the furniture in the classroom can affect pupils' academic success. [5] Georgetown University found that test scores increased by 11% through the improvement of a classroom's physical environment. [6]

In the design of a classroom, desk arrangements are essential to the decor and design of the classroom followed by seating arrangements for the students. Usually classroom desks are arranged in rows or columns, but there are many more ways to arrange the desks. For example, a circle can be made with the desks so that it is more of a group discussion. The desks can also be in a "U" shape for group discussions and easy access for the teacher. Another common principle is arrangement in 'clusters' or small groups, which usually improves interaction and participation in (small) group-processes. Color is also a big asset to the classroom by relating the colors to the subjects learned in the classroom to help the students learn. Color also helps the atmosphere be fun and exciting, and helps visual stimulation for the students.

Acoustics

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A classroom in Üsküdar University

The acoustics of the classroom are very often overlooked, but are an important part of the success of a child. Choosing only materials that cause sound to reverberate, such as tile floors and hard wall surfaces, greatly increases noise levels and can prove detrimental to learning. One study of hyperactive versus control groups of children found that white noise has no impact on either group, but that auditory stimulation such as distant conversations or music has a negative effect on both groups of students. Children with attention deficit disorder scored higher on tests when white noise was being pumped into the classroom than when music was played. The control group of children as well as the hyperactive group of children averaged the same test scores when there was no sound as when white noise was being played. [7]

By utilizing soft surfaces, especially on the floor, the sounds within and outside of the classroom will be diminished, taking away from the distractions facing students and improving not just the test scores of hyperactive children, but those without attention deficit disorder as well. Although carpet is an obvious choice for sound absorption, it may not be suitable for high traffic areas like hallways. In such cases, other sound absorbing materials, such as cork, can be used. The use of sound absorbing ceiling tiles may also be a wise choice for areas where carpet cannot be used for practical purposes.

Color selection

A classroom in the University of Virginia's New Cabell Hall, featuring white, gray, yellow, and black as its dominant colors. U.Va. classroom.jpg
A classroom in the University of Virginia's New Cabell Hall, featuring white, gray, yellow, and black as its dominant colors.

Color theory refers to the effects color has on the human body. Red is said to increase both aggression and appetite, a poor combination for a school's interior. Yellow increases adrenaline levels and is also undesirable for a school setting. Blue, green, and brown create a relaxing and calming environment, which is a positive for the classroom. [8] However, blue also is associated with cold and sadness and elongates the sense of time, which would make a blue classroom tortuous for students (Vodvarka, 1999). Warm colors are often favored by students, making them more alert and increasing brain activity, which helps in increasing test scores. Cool colors had the opposite effect. [9] By balancing warm and cool colors, bright and subdued, a pleasing effect can be achieved that will reduce absenteeism in schools and keep the students focused on what the teacher is saying. Test scores go up when children are not in a stark white environment, which can feel sterile and cold. [10] [11]

Classroom arrangement

Redesigned classroom with moveable furniture at Monterrey Institute of Technology and Higher Education, Mexico City ClassroomMoveableFurnitureITESMCCM 02.JPG
Redesigned classroom with moveable furniture at Monterrey Institute of Technology and Higher Education, Mexico City

Classroom arrangement or the arrangement of furniture is an important aspect because students spend most of their time seated in the classroom. The furniture should be able to move and easy to arrange to allow students to sit in places that are best suited for their learning styles so they can focus on work [12]

Traditionally, classrooms have had one setup: straight rows of desks facing the front of the classroom. The row style allows teachers ample amount of space to walk around. This makes it easier for teachers to supervise the students work and catch any students that may be misbehaving, insuring that students stay focused. Studies have found that the row style also fosters less off topic talking causing the atmosphere to be more conducive to learning. [13] While the row style sounds ideal from a teacher's standpoint it can be damaging to the student's well-being. The row style of desk arrangement has been found to cause the students to withdraw. [14]

An alternative to the traditional row style desk pavement is to arrange the desks in groups. Phil Beadle, a UK Secondary Teacher of the Year, believes that it is best to arrange the desks in groups of six desks if at all possible. This allows for the most use out of the desk arrangement as you have the ability to utilize groups of two, three, or six students without moving a single chair. [15] Beadle is not the only teacher to swear by group desk arrangement; studies have shown that the group desk placement setup produces a greater number of on task actions than any other form of desk placement. [14] The group setup does have one potentially serious negative side effect. Students sitting in group desk placements are more likely to misbehave when the teacher is not looking, like using iPads that are provided by the school, such as in the Cupertino Union School District. To avoid this the groups of desks should be arranged around the outside of the room giving the teacher plenty of room to walk around and supervise as well as providing room for kinesthetic activities that can be beneficial to the students learning. [15]

The final popular desk arrangement is the circle/semicircle placement. This particular desk setup is growing in popularity due to the numerous positive outcomes it provides. The circle desk arrangement facilitates the flow of ideas by fostering positive group dynamics. When sitting in a circle it is easier for students to not only see who is talking, but to make eye contact with the speaker. Students sitting in a circle arrangement tend to feel more comfortable speaking up and asking questions. [13] This style of desk placement also makes it easier for teachers to control the class, preventing misbehaving and off task comments as it allows them to easily see all the students, and allows all the students to see the teacher. [16] Besides, the type of furniture may play an important role in the learning space. There is a relationship between the ergonomic characteristics of the educational furniture and the number of cognitive errors: the more ergonomic characteristics of the furniture, the less error. There is also an error percentage reduction using separated chair and desk. [17]

Challenges to the classroom

Open air classroom for Maasai children in Tanzania. Open air classroom for Maasai children in Tanzania.jpg
Open air classroom for Maasai children in Tanzania.

Online learning technologies make it possible for learning to take place at any time, at any place, and at any pace that the learner desires. This is particularly important for adult students who may need to schedule their learning around work and parenting responsibilities. [18] According to the American Society for Training and Development, as of 2014, approximately 25% of employee training hours take place online rather than in a classroom. [19] However, critics argue that even the classroom space is full of distractions in the 21st century since even though access to the online world may be restricted by some institutions, students may find distractions in their physical vicinity and so tend to multitask and divide their attention without focusing on any one task at a time. [20]

The traditional classroom has also been attacked by advocates of various forms of alternative education. Italian educator Maria Montessori wrote that "Stationary desks and chairs [are] proof that the principle of slavery still informs the school". [21]

See also

Related Research Articles

<span class="mw-page-title-main">Montessori education</span> Teaching method encouraging autodidacticism

The Montessori method of education is a type of educational method that involves children's natural interests and activities rather than formal teaching methods. A Montessori classroom places an emphasis on hands-on learning and developing real-world skills. It emphasizes independence and it views children as naturally eager for knowledge and capable of initiating learning in a sufficiently supportive and well-prepared learning environment. It also discourages some conventional measures of achievement, such as grades and tests.

<span class="mw-page-title-main">Pedagogy</span> Theory and practice of education

Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.

The Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education. This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. The programme is based on the principles of respect, responsibility and community through exploration, discovery and play.

<span class="mw-page-title-main">School of Environmental Studies, Minnesota</span> School in Apple Valley, Minnesota

The School of Environmental Studies is an optional two-year high school in Apple Valley, Minnesota, United States. Also known as the "Zoo School" because of its active partnership with the Minnesota Zoo and its 10-acre site on zoo property, the school embraces project-based learning with an environmental theme.

An Individualized Education Program (IEP) is a legal document under United States law that is developed for each public school child in the U.S. who needs special education. It is created through a team of the child's parent(s), the student and district personnel who are knowledgeable about the child's needs. IEPs must be reviewed every year to keep track of the child's educational progress.

An open classroom is a student-centered learning space design format which first became popular in North America in the late 1960s and 1970s, with a re-emergence in the early 21st century.

<span class="mw-page-title-main">Inclusion (education)</span> Where disabled students spend most of their time with non-disabled students

Inclusion in education refers to including all students to equal access to equal opportunities of education and learning, and is distinct from educational equality or educational equity. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.

Special education in the United States enables students with exceptional learning needs to access resources through special education programs. These programs did not always exist. "The idea of excluding students with any disability from public school education can be traced back to 1893, when the Massachusetts Supreme Court expelled a student merely due to poor academic ability". This exclusion would be the basis of education for all individuals with special needs for years to come. In 1954, Brown v. Board of Education sparked the belief that the right to a public education applies to all individuals regardless of race, gender, or disability. Finally, special education programs in the United States were made mandatory in 1975 when the United States Congress passed the Education for All Handicapped Children Act (EAHCA) "(sometimes referred to using the acronyms EAHCA or EHA, or Public Law 94-142) was enacted by the United States Congress in 1975, in response to discriminatory treatment by public educational agencies against students with disabilities." The EAHCA was later modified to strengthen protections to students with disabilities and renamed the Individuals with Disabilities Education Act (IDEA). IDEA requires states to provide special education and related services consistent with federal standards as a condition of receiving federal funds.

In the United States, the Individuals with Disabilities Education Act (IDEA) is a special education law that mandates regulation for students with disabilities to protect their rights as students and the rights of their parents. The IDEA requires that all students receive a Free and Appropriate Public Education (FAPE), and that these students should be educated in the least restrictive environment (LRE). To determine what an appropriate setting is for a student, an Individualized Education Plan (IEP) team will review the student's strengths, weaknesses, and needs, and consider the educational benefits from placement in any particular educational setting. By law the team is required to include the student's parent or guardian, a general education teacher, a special education teacher, a representative of the local education agency, someone to interpret evaluation results and, if appropriate, the student. It is the IEP team's responsibility to determine what environment is the LRE for any given student with disabilities, which varies between every student. The goal of an IEP is to create the LRE for that student to learn in. For some students, mainstream inclusion in a standard classroom may be an appropriate setting whereas other students may need to be in a special education classroom full time, but many students fall somewhere within this spectrum. Students may also require supplementary aids and services to achieve educational goals while being placed in a classroom with students without disabilities, these resources are provided as needed. The LRE for a student is less of a physical location, and more of a concept to ensure that the student is receiving the services that they need to be successful.

<span class="mw-page-title-main">Whitby School</span> Independent school

Whitby School is an independent, co-educational school in Greenwich, Connecticut, that was founded in 1958 and is accredited by the American Montessori Society, the International Baccalaureate Organization, and the Connecticut Association of Independent Schools. The Head of School is Jay Briar.

Student-directed teaching is a teaching technology that aims to give the student greater control, ownership, and accountability over his or her own education. Developed to counter institutionalized, mass, schooling, student-directed teaching allows students to make their own choices while they learn in order to make education much more meaningful, relevant, and effective.

<span class="mw-page-title-main">Differentiated instruction</span> Framework or philosophy for effective teaching

Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.

Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning. Unlike traditional school approaches, positive schooling teachers use techniques that focus on the well-being of individual students. Teachers use methods such as developing tailored goals for each student to engender learning and working with them to develop the plans and motivation to reach their goals. Rather than pushing students to achieve at a set grade level, seen through the emphasis of standardized testing, this approach attempts to customize learning goals to individual students' levels. Instead of setting students to compete against one another, learning is viewed as a cooperative process where teachers learn to respect their students and each student's input is valued.

Teach to One, previously known as School of One (SO1), is a middle school mathematics program of the New York City Department of Education. It began in 2009 and is currently operating in six schools in Manhattan, The Bronx, and Brooklyn. Its innovative program integrates the use of technology in the development and implementation of personalized curriculum and learning as well as the use of technology in the learning environment.

Qingdao Amerasia International School (QAIS) is a private, non-profit international school located in Qingdao, China, offering Montessori education from ages 1.5-5 and an inquiry-based curriculum up to age 18. QAIS has over 200 enrolled students representing 25 countries. Qingdao Amerasia International School is an International Baccalaureate World School, offering the full IB Continuum: the IB Primary Years Programme, IB Middle Years Programme, and IB Diploma Programme. Its Montessori Toddler and Montessori Early Childhood Programs are the only programs in Asia to be accredited by the American Montessori Society.

<span class="mw-page-title-main">Learning environment</span> Term in education

The term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy. In a societal sense, learning environment may refer to the culture of the population it serves and of their location. Learning environments are highly diverse in use, learning styles, organization, and educational institution. The culture and context of a place or organization includes such factors as a way of thinking, behaving, or working, also known as organizational culture. For a learning environment such as an educational institution, it also includes such factors as operational characteristics of the instructors, instructional group, or institution; the philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy in learning styles and pedagogies used; and the societal culture of where the learning is occurring. Although physical environments do not determine educational activities, there is evidence of a relationship between school settings and the activities that take place there.

<span class="mw-page-title-main">Learning space</span> Physical setting for a learning environment

Learning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom," but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others. As the design of a learning space impacts the learning process, it is deemed important to design a learning space with the learning process in mind.

DeafSpace is an approach to architecture that is primarily informed by the unique ways in which deaf people live and inhabit space. The design concept can be applied to public and domestic spaces. Buildings, classrooms, hallways, furniture, and other spatial arrangements and technologies can be designed to suit people with hearing impairments and their way of being. Not to be confused with Universal design as it embodies much of Deaf culture as well as providing visual access in its designs.

Class arrangement refers to a layout of the physical setup of chairs, tables, materials in a school classroom. In most countries, this arrangement is often chosen by a paid, professional teacher with the assistance of a seating chart. Deciding upon a classroom arrangement is typically done at the beginning of a school year as a part of classroom management.

Disproportionality in special education is the unequal representation of certain demographic groups in restrictive placement and discipline, particularly in the United States' public school system. Disproportionality is often displayed as the under- or over-representation of specific racial, ethnic, socioeconomic, or culturally and linguistically diverse (CLD) groups in special education compared to their presence in the overall student population. A child's race and ethnicity may significantly influence the likelihood of being misidentified as needing special education services, raising concerns about fairness, equity, and the potential impact on students' educational outcomes.

References

  1. ↑ "Environment Rating Scales". Archived from the original on December 15, 2010.
  2. ↑ Woolner, Pamela (2010). The Design of Learning Spaces. A&C Black. p. 35. ISBN   978-1855397743.
  3. ↑ Mira, Ricardo García; Camaselle, José M; Martinez, José R (2003). Culture, Environmental Action, and Sustainability. p. 326. ISBN   978-1616762827.
  4. ↑ DFE (1994), Passive Solar Schools - A Design Guide, HMSO, pp. 7–8, ISBN   978-0-11-270876-6
  5. ↑ "6 Benefits of School Furniture for Dynamic Learning Spaces". 2024-03-18. Retrieved 2024-04-01.
  6. ↑ "The Value of Good Design" (PDF). Commission for Architecture and the Built Environment . 2002. B2.
  7. ↑ Zentall, Sydney S.; Shaw, Jandira H. (December 1980), "Effects of classroom noise on performance and activity of second-grade hyperactive and control children", Journal of Educational Psychology, 72 (6): 830–840, doi:10.1037/0022-0663.72.6.830, PMID   7204739
  8. ↑ Dyck, James (2002), "The Built Environment's Effect on Learning: Applying Current Research", Montessori Life, 14 (1): 53
  9. ↑ Jago, Elizabeth; Tanner, Ken (April 1999), Influence of the School Facility on Student Achievement: Lighting; Color, archived from the original on 2012-07-16
  10. ↑ Fielding, Randall (March 2006), "What They See Is What They Get: Ten Myths about Lighting and Color in Schools", Edutopia, 2 (2): 28–30
  11. ↑ Color Theory for Classrooms and Schools, National Institute of Building Sciences, archived from the original on 2017-05-27, retrieved 2013-05-07
  12. ↑ Rosenfeld, Lawrence (5 November 2009). "Setting the Stage for Learning". Theory into Practice. 16 (3): 167–173. doi:10.1080/00405847709542693.
  13. 1 2 Wannarka, Rachel; Ruhl, Kathy (May 2008). "Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research". Support for Learning. 23 (2): 89–93. doi:10.1111/j.1467-9604.2008.00375.x. S2CID   11916658.
  14. 1 2 Rosenfield; Lambert; Black (1985). "Desk Arrangement Effects On Pupil Classroom Behavior". Journal of Educational Psychology. 77: 101–108. doi:10.1037/0022-0663.77.1.101.
  15. 1 2 Beadle, P. (2010). . How to Teach: The ultimate (and ultimately irreverent) look at what you should be doing in your classroom if you want to be the best teacher you can possibly be. Crown House Publishing.
  16. ↑ Waters, Helena (2022-04-25). "12 Must-Have Teacher Desk Accessories Every Teacher Needs: Classroom Organization Tips". School Sparks. Retrieved 2022-05-14.
  17. ↑ Jafari A, Arghami Sh, Kamali K, Zenozian S. Relationship Between Educational Furniture Design and Cognitive Error. In Congress of the International Ergonomics Association 2018 Aug 26 (pp. 649-656). Springer, Cham.
  18. ↑ Chute, Eleanor (16 October 2007), Online courses increase in popularity, Pittsburgh Post-Gazette, archived from the original on 30 June 2013, retrieved 7 May 2013
  19. ↑ Miller, Laurie (2014-11-08). "2014 State of the Industry Report: Spending on Employee Training Remains a Priority" . Retrieved 2015-01-17.
  20. ↑ "Attention, and Other 21st-Century Social Media Literacies". er.educause.edu. Retrieved 2015-12-16.
  21. ↑ Maria Montessori (1 September 2006), The Montessori Method, Cosimo, Inc., p. ix, ISBN   978-1-59605-943-6 , retrieved 8 June 2013

Further reading

Classroom Seating Psychology: How Classroom Benches Affect Learning ? [1]

  1. ↑ "3 Classroom Seating Psychology Solutions". 2024-03-06. Retrieved 2024-04-01.
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