Learning Environments + Behaviors

(The Walls)

When a child exhibits behavior that feels challenging to adults, it can be difficult to establish what the child is trying to communicate. Did you know that your classroom space can be a significant piece of the behavior puzzle? When the learning environment feels bright, loud, and overwhelming, this can compound the distress the child is feeling.

I know that some programs dictate how a classroom is set up, and teachers feel helpless when trying to create a space that represents their community of learners. While I can’t change program requirements, I can make suggestions I hope you will find beneficial. This week, I’ll focus on our classroom walls.

In our learning environments, the first place I work to reduce the “noise” is the classroom walls. I like to start the school year with nothing on the walls. I know you may think this seems bland, but I want you to see your learning environment as a home.

When you move into a new home, you take time to put things on the walls. You get to know the space and how you fit into the space as a family. You don’t want your walls overcrowded with stuff. You always need a blank space for your eyes to rest.

While you may be in the same classroom as years past, you are creating a new “home” with a new community of learners. It would be best to get to know the children before you start representing them in the space.

Let’s consider the traditional items we would put on our classroom walls:

Alphabet & Number Lines—Instead of purchasing these items, the children in your classroom community can create them. This takes something that is traditionally a rote form of learning and makes it meaningful. It can be created over time and becomes something the children look forward to. Check out some inspirational photos here, here, and here. I love using the curtain wire from Ikea to hang our handmade alphabet and numbers.

Calendar and Weather—If you’ve ever participated in one of my workshops, you know I am not a fan of the way calendar and weather are traditionally handled in the early childhood classroom.

Adults don’t look at a calendar and say the day, date, and year. This makes no sense to young children as they don’t track time this way. As adults, we actually use our calendar apps to keep track of events. This works reallywell for children as they understand how many “sleeps” until a special event or occasion. Instead of putting a traditional calendar on the wall, you can create a “how many sleeps” calendar on a sentence strip that you can share during group time. On this calendar strip, the children can see how many sleeps they have until a particular day or event.

What’s the weather? It makes me bonkers when I hear the “What’s the Weather” song while children look out the window to guess the weather. I said guess because if we are in a temperature-controlled classroom looking out a window, we are guessing the weather. The best way to discuss the weather is out in the weather. This is why we don’t need a weather chart on our walls. Instead, we can create a weather graph to track the weather for the week. This can also be done in a portable manner so it can be taken outside with us.

Artwork: It is really important to highlight and make visible the work of our young learners. I don’t love it when it’s all grouped in one space on the wall, with everything looking the same. We want to highlight the individuality of our students. Instead of grouping all the same art together, try placing frames on your wall where you highlight the artwork. Not everyone’s work needs to be shared at the same time. You need to ensure that different children are represented when you switch out the artwork.

If you want to share a mural that a group of children worked on, make sure the ends of the paper are even (no jagged ends from ripping the paper off of a roll). Place rolled tape under the paper instead of along the edge. Ask the children to come up with a title for their work and place that above the mural. Print off some photos that show the children creating their masterpieces. Place those around the mural to show their process.

Next week, we will tackle center areas!

Learning Environments + Behaviors (The Walls)