Summary


This practice is aimed at using the natural resources that are provided within a classroom. The format of a classroom has a large contribution towards the culture and dynamic of the learning environment. Appropriate management of how staff and students interact in a given educational “place” – composed of physical space and its constructed meaning – is of great importance of both pedagogical efficacy, as well as student and staff wellbeing, including for the management of “social risks” such as professionally inappropriate interactions. Teachers should learn to think actively, though naturally, about how places will be used as they transition from one context to another. Attention should be given to reading the opportunities, limitations and risks that a given physical space and arrangement presents, with pre-emptive planning on how to maximise positive and minimise risk of negative experiences and outcomes. Particular consideration should be given to how power dynamics might playout in a given space, between staff and students, and students with one another. Practically, this pedagogy could be viewed by avoiding negative or unconstructive classroom set-ups.


Theory


Learning involves the intersubjective, social construction of knowledge (Brew and Boud 1995). As a lived human experience, learning is mediated by many factors including cultural experience, inter-personal dynamics, emotional landscapes and social and physical contexts, all of which are embedded in multifaceted system of hard and soft power (Fallows and Steven 2013). Therefore, it is important to consider these factors in as much details as possible when reflecting on pedagogical process. The concept of place integrates an understanding of physical spaces with the socially constructed meanings and affective emotional landscapes with which they become embedded. A progressive interpretation expects that place is constantly reconstructed in ways that actors have reason to believe increases the positive lived experiences that are performed within them; and this can involve the proactive management of risks for negative experiences.


Measurable Benefits


  1. Supports pedagogical efficacy and increases value for learners – itself a welfare enhancing process.
  2. Facilitates students to create socially and educationally positive relationships with staff and fellow students.
  3. Reduces negative impacts from places of learning, to contribute to socially positive inclusion, diversity, decolonisation etc.
  4. Reduce and manage social risks for staff and students, that are unlikely but significant when they occur.

How it Works


  • Prior to contact time with students, analyse the physical space, and reflect on how well it might facilitate the learning outcomes planned and the process of teaching expected. In particular, pay attention to how the physical space creates physical and socially constructed power dynamics that might impact on planned pedagogies and associated welfare of participants:
  • Will there be a physical focus of power and authority where attention is concentrated, such as lecterns, central projection or blackboard. Does this support or detract from your plans, will anyone be marginalised from the dynamics you intend? In some cases, reinforcing the authority of one or more participants might be beneficial, e.g. where you need to deliver important information, or where you want the attention of everyone to be directed to a certain number of students, for example as they present. In other cases, where you hope to create less hierarchical interactions, the physical space might need to be flattered: consider chairs arranged in circles rather than directed at a given focus; can you make use of multiple displays or blackboards around the room, to mix up which is the front and back of the class, and therefore disrupt socially created places where students might intentionally seek, or unintentionally be forced into marginalisation from participation. Making planned and structural shifts of focus, perhaps where students need to stand up and move, or simple turn their chairs around, can reduce physical discomfort of sitting in one position for a long time, help students rest their eyes etc. Shifting from a projection to a white board, for example, can shift from information delivery to active participation – producing a brainstorm – as well as bring physical welfare benefits.
  • How will the social meaning of the space be created as it is populated by students? In some cases, you will want students to arrange themselves according to their own preferences and behaviours. In other cases, you might want to manage this: for example, mixing up those who have completed different preparations, with different life experiences or identity characterises. Do you have reason to believe breaking down emerging and stabilising groups from one week to the next is valuable or not? Are there new members who need support accessing the learning community?
  • Are there barriers to inclusion such as posts or blind spots? Is there a physical separation between the teacher and students, such as a line of tables which might reduce interaction or a table during office hours? In some cases, you might want to open up the physical space to allow movement around the class, shifting the focus of student concentration and moving it around the space, nearer to some and further away from others at different times. In other cases, separating off different parts of the class might be useful.
  • Are there features of the learning environment, or encoded knowledge that create social anxieties? On some campuses, there are statues of slave owning historical characters that might impact users of the space in ways that negatively impact their welfare. Other temporary aspects of a classroom might include a collection of books that reflect certain unhelpful wider power dynamics; posters with varying degrees of inclusion and diversity.

Practical Example



Individual Perspective


Thinking about the spaces and places of learning has supported my constructivist understanding of learning, and my associated pedagogical praxis. For example, by supporting effective problem-based learning approaches. Thinking actively about the role of places and their contribution to social dynamics has helped created an open learning environment that is conscious of inclusion, even if this has remained imperfect. I believe students feel I am an approachable and trustworthy teacher.


Student Feedback

This section contains a quote made by a student during the interview stages of the project. After gathering pedagogies such as this one, we described them to a pair of peers and asked them to reflect on the efficacy, potential and impact of various strategie, whereby they produced this comment:

  • "My favourite seminar in my second year had a lecturer who would sit with you and move around the room during discussion – it was great as people felt didn’t feel the need to wait for her direction and were more proactive with their learning."