Wall space
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Leave space on your walls to fill with student work so that a sense of whanaungatanga can be created and learners feel a sense of belonging in the classroom.
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Visual aids can make a huge difference for some learners so think about how you can display their learning in engaging and aesthetic ways.
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Check with your school/team leader about what needs to be displayed on your walls, things such as the School Values, karakia, waiata and/or evacuation plans might be required to be on the walls.
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It might be a good idea to display safety posters in labs and stretching exercises in gym spaces.
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A space for class jobs will help ākonga remember their roles and responsibilities.
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Rewards can be displayed on the wall along with a class treaty or class rules to help reinforce a positive learning environment and shared responsibility.
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You may want to start a notice board which can be updated by a student or yourself.
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A library corner can be used to display book reviews and posters created by ākonga.
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A whānau wall is a good way to learn about each other and to help ākonga feel they belong in the classroom space.
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For collaborative spaces and ECE, it is always helpful to parents if a photo and name for all the kaiako is displayed on the wall or near the entrance.
Physical space and furniture
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You are likely to end up with a bit of a hodge podge of furniture in your classroom and will have to work with what you have got.
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When setting up your classroom space make sure to remember to create clear pathways to evacuate the classroom in an emergency.
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Ensure that wherever you move furniture, you are always able to see tamariki, avoiding creating hiding spots.
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Think about storage ideas so that tamariki easily know where equipment belongs when tidying the classroom.
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Think about providing flexible seating options to cater to the different learning needs for learners.
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If required, set up group working spaces that are large enough to fit all the ākonga in a group comfortably.
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You can arrange desks in groups if you have individual tables so that ākonga have buddies or teams to talk to and work with. Some philosophies consider grouping children with mixed abilities so that ākonga with strengths can support others. Consider the line of sight of your ākonga. Can they comfortably see the main learning area? Will any ākonga have their backs to you? Are you able to easily move between desks?
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It can help to have assigned seating with older children and secondary students but ensure that you are giving ākonga the opportunity to work with different people in the class as well.
Groups of 4 where 2 desks face forward and 2 face inward. Ākonga can work in a group of 4, with their 'shoulder buddy', or with their 'face buddy'. Ākonga can also see the main learning area easily.
Circular desk arrangement. Good for group work. The line of sight is not ideal for teacher led lessons as some ākonga will have their backs to the kaiako.
A U shaped arrangement of desks is more suited to a secondary environment where ākonga will be looking at the kaiako for most of the lesson.
E shaped arrangement, an alternative to the U shape.
Meeting the needs of the ākonga
Depending on your education setting/year level, think about what is appropriate or needed in your learning space. You may need:
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a literacy or maths wall
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a world map
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to display a calendar/days of the week in te reo Māori
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a safe space for ākonga to go if they need to feel calm, or need a bit of time alone. This could include sensory toys, drawing equipment, weighted blankets, headphones etc.
A safe space for ākonga to take some time out alone. Akonga signal the kaiako silently if they need to move to the space. Included is a weighted teddy bear, sensory toys, fidgets, and a white board for doodling.
