| The physical environment of a classroom is made up | | | | input, writing centers, art centers, and student helper |
| of many components such as furniture, board space | | | | board would all be attractive to a Blue learner. |
| area, classroom management tools, decorations | | | | Gold Learners. This group, typically, likes order and |
| themes, equipment, centers, etc. Sometimes options | | | | tradition. They are interested in knowing your |
| can be frustratingly limited! However, with some | | | | expectations and specific requirements. Clearly posted |
| general learning styles information and a plan, you can | | | | rules, classroom schedules, student job boards, |
| hook your students without even saying a word! | | | | assignment calendars, and other functional displays |
| Whether you are aware of it or not, you begin setting | | | | would be their preference. In addition, these students |
| the tone for a school year even before students enter | | | | tend to prefer the "traditional' classroom set up" with |
| the room for the first time. You spend hours (and | | | | students in straight rows and teacher up front and |
| hours) organizing, planning, and decorating to prepare | | | | center. |
| yourself for that first day. As students and parents | | | | Green Learners. This type of learner prefers a |
| wander curiously into the room, they get their first | | | | classroom where they have the freedom and |
| impression of what the year will be like. What is your | | | | empowerment to think. They like books, computers, |
| physical classroom environment communicating to your | | | | maps, charts, diagrams, science centers, areas where |
| students and to their parents? | | | | they can explore, and opportunities to show what they |
| Where do I start? | | | | know. Science centers, message/opinion boards, |
| The first, and probably easiest, consideration when | | | | computer centers, classroom libraries, and bulletin |
| planning the classroom environment is you. | | | | boards that push them to think and investigate would |
| - What style, structure, and layout do you prefer? | | | | be tops on their list. |
| - Are you more comfortable with students in rows, in | | | | Orange Learners. Orange learners like to be free to |
| groups, or would you rather the desks disappear | | | | roam around. They learn best when things are exciting |
| altogether? | | | | and active. They like to experiment with different |
| - What "center" areas do you find value in and feel | | | | classroom roles and don't want to be forced into one. |
| comfortable managing; i.e. listening center, computer | | | | They tend to be concrete thinkers. Hook an Orange |
| area, reading corner, science table, art center, etc.? | | | | learner with bright, eye-catching displays, a game |
| - What is your teaching style? | | | | center, and bulletin boards that invite participation. Set |
| - Do you prefer direct instruction, cooperative learning, | | | | up learning areas that are a bit more casual and |
| individualized instruction, or a combination of these? | | | | involve hands on elements. |
| Your preferences are a great starting point because | | | | The Final Plan |
| they are part of the teaching and learning style to | | | | If you take a close look at all four groups, you will find |
| which you are drawn. They are your hook. | | | | some preferences that can be bridged. For example, |
| When school starts, however, you will have students | | | | Blues what to have a say in the process and Golds |
| with multiple learning styles in your classroom. Before | | | | want clearly posted expectations. So why not have a |
| putting your plan into action, you'll want to find a way to | | | | class rule making session and, when agreed upon, the |
| make children of all learning styles feel comfortable | | | | rules can be clearly posted and you meet both needs. |
| and secure in their learning environment. | | | | Find the bridges and the similarities. Add them to your |
| Blue Learners. Blues need to feel that they are part of | | | | preferences, and complete your plan. Then roll up your |
| the process and that they make a difference. They | | | | sleeves and put it into action. |
| are typically very creative and enjoy sharing their | | | | By adding a preference (or two) of each learning style |
| talents with their teachers and their classmates. They | | | | to the physical classroom environment, you can create |
| usually prefer to work in cooperative environments. | | | | the hook that will create a positive first impression and |
| Desks arranged in small groups, a comfortable | | | | a fantastic beginning to the school year. |
| living-room type reading area, charts waiting for group | | | | |