Learning Spaces Acting as a Third Teacher

This course's narrative is not about passing judgment or prescribing a one-size-fits-all approach. It's about sparking a dialogue that prompts educators to Stop, Pause, Reflect. The purposeful questioning of our methods, whether in design, pedagogy, or policy, becomes a powerful tool for growth and innovation. As we journey through this chapter, we challenge you to consider alternative classroom designs. The examples provided are meant to provoke thought and inspire practical application within your own educational settings.

Today's educators recognise the classroom as a 'third teacher,' a concept inspired by the Reggio Emilia approach, which echoes that the environment plays a crucial role in learning, alongside the student and the teacher (Gandini, 1993). According to Loris Malaguzzi, the founder of the Reggio Emilia approach, the environment acts as the "third teacher," highlighting the importance of spaces that inspire and facilitate learning. This perspective is reinforced by research from Barrett et al. (2015), who found that well-designed classroom environments could significantly impact students' academic progress. Their findings suggest that classrooms designed with intentionality, reflecting the interests and works of the students, foster a more engaging and effective learning atmosphere.

A classroom of natural materials, with storage baskets grouped thoughtfully, crafts an atmosphere of calm and order. This deliberate organization of space is not merely for aesthetics; research has shown that when students learn in an environment that is both orderly and inviting, it can positively influence their ability to focus and process information (Fisher, Godwin, & Seltman, 2014). Creating areas in the classroom where children can self-regulate offers a powerful opportunity to develop emotional literacy. These spaces signal to children that their feelings and needs are valued, and that the classroom is a safe space for self-expression. The underpinning philosophy of such a learning culture is one of mutual care: "I care for you, you care for me, we care for each other."

When educators genuinely invite and value children's input on classroom design, it creates a transformative collaborative spirit. The act of co-creating learning experiences and spaces with children not only fosters a sense of ownership but also instils a feeling of agency that will echo throughout their educational journey. To foster an effective inquiry-based learning environment, the principles of shared ownership and accountability are paramount. Without a sense of connection to their learning space, children may find it difficult to take responsibility for the materials within it.

The concept of collective ownership in learning spaces recognises the wealth of knowledge that students bring from their homes and communities into the classroom. When educators tap into these diverse resources, they cultivate a richer, more inclusive learning environment where students see their identities and experiences as valued assets in their education. In the collaborative spirit of collective stewardship, the classroom transcends its traditional role and becomes a place of democracy in action. When students are encouraged to voice their ideas and see them materialise in the classroom setting, they indirectly learn the importance of active engagement and the impact their contributions could have on the world. This democratic ethos not only prepares students for participation in their communities but also enhances their sense of efficacy and belonging (Zimmerman & Rappaport, 1988).

Collective ownership is a cornerstone of a classroom that thrives on community and shared responsibility. Embracing the idea that a classroom has multiple owners invites a shared sense of accountability for the learning environment, a notion that is both exhilarating and, admittedly, a bit daunting. If this idea grabs your interest, or perhaps even unsettles you slightly, take comfort in the fact that many educators have navigated this transformative journey. It's time to step out of our comfort zones. This is not just about personal growth; it's about expanding the opportunities for children to push beyond their immediate boundaries of learning.

In the act of co-creating classroom designs, it's vital to consider the management and maintenance of these learning spaces. One effective strategy is to capture the initial state of the classroom through photographs. These images serve as visual agreements and expectations of how a particular area is required to be returned to, or the state in which the children are expected to tidy up the area after exploring the materials. Such a practice is a cornerstone of developing a self-regulating culture within the classroom. It's a non-verbal technique that underpins classroom management and reinforces open-ended learning experiences.

The SilvaStone philosophy is devoted to developing an understanding in a child regarding the importance of caring for our belongings and the belongings of others. Returning a space to its original beautiful state is a sign of respect and care for one's environment. This philosophy instils in students an intrinsic sense of care and respect for their environment, aligning with the concept of 'environment as educator' that Loris Malaguzzi emphasised in the Reggio Emilia approach (Malaguzzi, 1993). When children understand that they are caretakers of their environment, they learn lessons that extend far beyond the classroom: lessons about respect, sustainability, and the impact of their actions on the world around them. Research supports the idea that when adults demonstrate value and appreciation for their environment, children are likely to mirror this behaviour, as adults are seen as role models (Bandura, 1977). Take a moment to reflect on the state of your very own desk. If your desk is messy, how can you then expect a child to care much for the urgency to clean up their classroom you express during tidy-up time?

Never again will you see a stone or a twig the same way. Shells, bark chips, and chestnuts will magically be turned into literacy and math resources. The inclusion of a 'Loose Parts' area in the classroom is a commitment to nurturing creativity and exploration. The design encourages cognitive engagement, as suggested by Nicholson (1971), who introduced the theory of 'loose parts' to describe materials that can be moved, carried, combined, redesigned, lined up, and taken apart in multiple ways. It's not about the abundance of items but about their purposeful selection to fulfil the intended learning objectives. In line with the SilvaStone ethos of leaving the world behind in a better state than we originally found it in, the expectation for children to maintain the 'Loose Parts' area's order is a fundamental, non-negotiable aspect of classroom management. This practice fosters a sense of pride and ownership.

Creating a nurturing and secure atmosphere within the classroom is foundational to enabling young learners to relax and engage fully with the learning process. By making thoughtful adjustments to the placement of furniture, the selection of shelving, and the presentation of learning materials, the entire classroom can become a space that fosters calmness and confidence. Adhering to the principle that 'less is more' can significantly enhance the classroom atmosphere. Visibility serves an important purpose, creating safety and a sense of contentment among the students when their teacher is visible from any corner of the classroom. Lillard (2013) discusses the significance of the prepared environment in Montessori education, highlighting how orderly, calm, and accessible spaces enhance learning and independence among children; reducing clutter and ensuring visibility can mitigate overstimulation and promote a sense of security (Hannaford, 1995).

The efficacy of any classroom management strategy fundamentally relies on the educator's commitment to maintaining neatness and order within the learning environment. Modelling respect for learning resources is essential, as the atmosphere of the classroom significantly influences student behaviour and engagement (Lippard et al., 2019). It's important to recognise, however, that creativity often manifests through messiness, noise, and what can be described as organised chaos. Embracing creativity within a structured environment allows for authentic and open-ended exploration while still emphasising the importance of caring for learning materials (Duncan & Lockwood, 2020). Implementing compassionate and consistent classroom management strategies can transform clean-up time into an opportunity for reinforcing these values: a simple gesture towards the reminder photograph, coupled with eye contact and a friendly smile, often serves to guide children towards the desired action. The collaborative clean-up and care for communal resources reflect Vygotsky's (1978) social development theory, which suggests that social interaction plays a fundamental role in the development of cognition.

Incorporating student voice into the classroom goes beyond simple inquiries into their thoughts or understandings; it involves integrating their perspectives into every facet of the classroom's design. Walking through your classroom identifying items and areas that could be entrusted to students is an exercise in releasing control and fostering a more personalised and inclusive learning environment. When students see their identities reflected in their learning environment, they naturally develop a deeper connection and a sense of responsibility towards it. The question of why students should care about their classroom environment is answered when they see themselves reflected in its design and organisation (Niemiec & Ryan, 2009).

The SilvaStone approach supports a living classroom that breathes, changes, and grows in sync with its occupants, challenging educators to be as dynamic and responsive as the learners they guide. This method is not for the faint-hearted; it demands creativity, dedication, and a willingness to embrace change. Yet, the rewards are profound, offering a learning experience that is not only educational but also deeply empowering and enriching for both students and teachers.

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