Is your classroom furniture supporting the desired outcomes of your learning activities?

The design and selection of furniture influences students’ and teachers’ engagement in both teaching and learning activities. Furniture choice may determine the number of students and teachers involved, their distribution, and their opportunities to participate in certain activities.

For example, tables of a certain size and shape might be well-suited to small group meetings, while other larger tables might be better suited to boardroom-style meetings or painting murals. Similarly, soft seating might afford a comfortable place to read, while a stool might offer a temporary place to sit amidst a more active learning setting.

“When group work starts I don’t want to utilize the breakout areas … I want the groups close together, in one space, so I can see that they are on track … It is when they get into the real project work that I want the groups to find the space and furniture that suits them in getting the work done”

• Provide teachers and students with opportunities to be involved in furniture selection, including the opportunity to test prototypes,
• Allowing students the choice of where to work,
• Provide purposeful furniture settings and choices to align with proposed activities.

“The open teaching areas allow easy access within the learning environment and good sightlines”

• A culture of collaboration encourages teachers to maintain (or create) an open environment physically, socially and culturally,
• Display student work and learning resources on dedicated display boards so that glass walls or windows are kept clear,
• Position furniture so that good sightlines are maintained.
• Half-height partitions or furniture, i.e. BookSTOR storage units, provide for classroom zones without obscuring sightlines.

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