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Once you've examined the handouts and watched most of the clips, develop a list of "how-to" tips on how to help group members collaborate effectively. Consider using Google Docs for ease of sharing.

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Once you've examined the handouts and watched most of the clips, develop a list of "how-to" tips on how to help group members collaborate effectively. Consider using Google Docs for ease of sharing.

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See this school's approach to improving collaboration

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Using Collaborative Learning to Build Student Agency

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Making group work not just helpful but necessary fosters student-led learning.

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In 7th grade I received the best group role in my science class. I was bestowed with the title and responsibilities of "The Encourager." From what I could tell, I was expected to provide supportive comments to each group member and find ways to support their efforts. I was thankful that I had not received the ominous, distinctive, and elusive "leader" role. Every student dreaded this title except for the Type A's that saw it as the best way to get through the task at hand. The rule for leaders was: Usurp the slackers and get it done by yourself. Other roles were clearer: "the writer" and the "note taker."

These roles have the purpose of increasing efficiency, to divide and conquer, and to get the tasks done faster. They reproduce our image of work and of people.

As such, students usually walk away with the belief that groups are a part of the machinery of work, leaders are task masters, and group members are more "hands" than "minds." Moreover, many students miss the opportunity to engage in reading and writing as the role is solely assigned to one member. Learning is lost. Beyond reading and writing, talking is virtually absent except for discussing process and product management. Discussions on content are like water in the desert. Collectively, groups can go through an entire unit without thinking, which is counter to what is needed in today's economy and in the psyche of how adults view collective work.

The challenge is that the groups and teams we need today are associated with ideation, implementation, and inspection. Ideation requires understanding others, balancing advocacy of ideas while engaging in inquiry, taking a stance of empathy, questioning assumptions, and listening. Implementation is associated with prototyping, trial and error, being patient, and giving and receiving feedback. Inspection involves facing the brutal facts with a sense of optimism. In addition, contemporary leadership is better understood as shared, developed, and multifaceted. This is not a distinctive role but rather a set of collective responsibilities.

Groups and teams are a beneficial structure for this type of work. They can yield a collective solution that may be greater than an individual's solution. They leverage the power of peer perspective and feedback and they challenge students to be transparent in their thinking, resulting in the exploration and shaping of new ideas.

Groups can and should be 'ad-hoc' and used to serve the thinking and actions required during ideation, implementation, and inspection. Sometimes people need to work by themselves, form staff and triads, and other times a group should form for a sustained period of time. Often the task sheds light on duration, but ultimately flexibility is key.

Groups would be served well with collaborative roles that aim to cultivate thinking and transition from idea to inspection of action. One suggestion is to consider using the 3 D's: "Dialogue," "discovery," and "decisions" to help students see the purpose behind groups. Dialogue engaged members in discussing divergent and convergent ideas. Discovery is about seeking and understanding everyone's perspective, that of experts, and testing assumptions. Decision making is related to committing to an action, implementing said action, and inspecting the action.
The following roles may assist in structuring the groups next go around:

1. Viewpoint coach: One student takes the responsibility of paraphrasing ideas shared, relating similarities and differences, and checking for understanding. This role is foundational for collective sense making.

2. Process observer: One student takes the role of observing the group members behavior and how that behavior adheres to agreements that have been made between members and the goals established by the group. Process observers bring forward observations and questions for the group to reflect on their performance towards goals and their relationship with each other. This role is foundational for strengthening relationships and enhancing collaborative problem solving.

3. Question generator: One student continues to infuse questions in group conversation to support the group in thinking deeply and thoroughly about an issue through conversation. This role is fundamental for developing and sustaining dialogue and discovering information.

Next time a student sits with another, ask yourself, "Do they know their role, the role of groups, of leaders?" I would do the same in a staff meeting. We are not hands but minds. Groups must leverage the meeting of the minds...we are ripe with the meeting of the hands. That is not the role we want to serve nor should we prepare our little ones for that type of work.

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In 7th grade I received the best group role in my science class. I was bestowed with the title and responsibilities of "The Encourager." From what I could tell, I was expected to provide supportive comments to each group member and find ways to support ...

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Examine Management Roadblock 1 and Figure 9.1 and note the connection between community and management. 

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Examine Management Roadblock 1 and Figure 9.1 and note the connection between community and management. 

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What might you recommend/ borrow/adapt from this clip?

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What might you recommend/ borrow/adapt from this clip?

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Critical Friends: Collaborating as Writers

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High School students in David Olio's literature class critique each others' writing using a "critical friends" protocol.

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How might using this at the beginning of the year help students work together in an academic fashion later on?

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Document-Based Questions: Warm & Cool Feedback

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"Watch how you can teach a lesson on writing Document-Based Questions for the World History AP Exam. Strategies used includes warm and cool feedback. "

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What might you recommend/ borrow/adapt from this clip

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Thought starters

1. How could you use physical position to encourage other behaviors?

2. Ms. Duvoor says this strategy helps her classroom feel more academic. Why?

3. How does partner work help students become better at document analysis?

School Details

Summit Preparatory Charter High School
890 Broadway
Redwood City CA 94063

Data Provided By:

Teachers

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Reading Like a Historian: Turn to Your Partner

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High school teacher Shilpa Duvoor explains how she has students physically turn towards their partners to facilitate collaboration. Shilpa describes how providing a physical structure for group work has increased engagement and productivity. When working on document analysis, Shilpa has seen the benefits of students grappling with documents together and articulating their thinking during group discussions.

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Watch this Video for a Powerful Way to Strengthen Community

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Watch this Video for a Powerful Way to Strengthen Community

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Don't miss the interview with the teacher in the article that follows the clip

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The Compliments Project | Cult of Pedagogy

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If you want to build trust in your classroom, you need to see this video about a powerful activity where students give compliments in an unforgettable way.

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What might you recommend/ borrow/adapt from this clip?

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What might you recommend/ borrow/adapt from this clip?

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PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

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Thought starters

1. How does this strategy help students learn from each other?

2. What can you learn from Mr. Paris about engaging all students?

3. How could this strategy be adapted for different activities?

School Details

Orange Grove Middle Magnet School
3415 North 16th Street
Tampa FL 33605

Data Provided By:

Teachers

English Language Arts Arts / 6 7 8 / Teacher

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The Wingman: Engaging Reluctant Students

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Middle school ELA teacher Sean Paris encourages participation from reluctant students by having them monitor the participation of their peers. When Sean appoints a student to be a wingman, the student tracks the frequency and type of participation from the group. Sean explains how this strategy engages students who are reluctant to participate in class discussion.

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Thought starters

1. What is the relationship between tone and expectations?

2. Mr. Romagnolo says, "Your expectations are what you allow them to do, not what you say." How could you apply this distinction in your own class?

3. What could you do if a positive tone wasn't set on the first day?

Teachers

Math / 6 7 8 9 10 11 12 / Coach

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Nick Romagnolo talks about how to set a positive tone by communicating clear expectations. From the very first day of school, teachers can communicate clear expectations before students step into the classroom. Nick says that expectations are what you allow students to do, not what you say.

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It's back!! After many, many months, I am ready to show you the third classroom in our Classroom Eye Candy series. All images will open up nice and big in a new window if you click on them.

Ready?

Kisaundra Harris ( Name: @curriculumgeek)

Job Title: 11th and 12th Anatomy & Physiology Teacher

School Location: Amarillo, Texas

Q: Tell me about the evolution of this classroom. What was your thinking when you put it together this way?

A: I first became inspired by a previous Classroom Eye Candy post. I immediately fell in love with the room and could not stop thinking about doing the same for mine as well. After a month or so of extensive academic research about flexible seating, I began questioning my students, peers, and coworkers about their feelings about my "crazy" idea. I realized flexible seating went hand-in-hand with my student population of 21st Century learners, but I struggled to find pictures and ideas of how to make this work in a secondary classroom. Then , one Saturday morning , while enjoying a latte at our eclectic and funky locally owned coffee establishment, I had my lightbulb moment: My classroom would have the look, feel and vibe of a coffee shop.

My traditional desks were fine, but they did not lend themselves to my 1:1 classroom, collaboration, or my teaching style. Most of the time after I had introduced the lesson for the day, I would have to awkwardly navigate little "islands" that were created when my students placed their desks together. If students were in the middle of my classroom it was like I was working in a real-life version of a labyrinth.

I started small by adding in the two black chairs, lamp and small tables that you see in the back. This did not require me to get rid of anything, but it helped me to ease into the idea. As you can already predict, this became "the" place to sit in my classroom and students began arriving early so they could stake their claim before class. This proved to me that I was on to something and I needed to take action.

Eventually my curiosity and need to experiment on a larger scale overrode my fear of losing my desks and what I thought would be control. When I decided to make the change I approached our principal, lead counselor, and learning leader with my idea and asked for their input. They gave me the thumbs up.

The last two weeks of school, I slowly started moving out my thirty student desks and on the last day all desks had been removed. These desks were sent to our boiler room where they were stored and used to replace old and broken desks. Up until this point, I only had a fairly good idea of how I wanted my classroom to look. Now that I had a blank canvas in front of me, I had a clear vision of exactly what I needed and how it would look.

I decided to divide the front part of my room into six sections. Each section would have some sort of seating and I would diversify these options when I could. Because of lack of storage at home, I brought in all the individual chairs early. I instinctively placed them on the wall; my students loved the placement and so did I. Many of my soon-to-graduate seniors broke those chairs in by taking their semester exam on clipboards. They were happy to have a comfy seat but also a little angry at me because next year's class would benefit from my new room arrangement.

Q: Describe some of the most important spaces in your classroom and how they work. What are your favorite parts of the room? What are your students' favorite parts?

A: The couch, oh my goodness the couch. Students LOVE the couch and it is the most popular seating option in my classroom. Students' next favorite places to sit are the round table and the turquoise table. These tables make for great collaboration and they can easily pull up other chairs when needed. They work incredibly well with our Chromebooks and allow for great creating and conversation. They are also the perfect size for labs and dissection. One surprise and unexpected benefit for me was the turquoise table. This has become my favorite place to grade assignments as I have room for stacks of papers, grading pens, folders, coffee and all of those other assessment necessities.

Other popular places to sit include the papasan, on the floor around the coffee tables (often on pillows), and on my small stools. I have noticed my male students prefer sitting at the tall table behind the couch more than my female students. With that said, when we are in the midst of an assignment or project they do love to stand around the table with their Chromebooks. It is the perfect height for working with technology.

Finally the most functional and important area of my room is the one around the brown bookshelf. This is where students go to get baskets for supplies, a lap desk, clipboard, TV tray (they love these with their Chromebooks) and folding chairs. If you notice in the photos I have some carpet squares and a rug in a basket. These, along with the lap desks, are not as popular as I thought they would be. They do get used, but not as much as the other items. Something to consider if you're trying to make the most of your budget.

Q: Explain how the seating works. Do students have assigned seats or is it all totally up for grabs?

In my research leading up to the room rollout, it became obvious I would need a routine in place that would prevent students from domineering over a certain area. So I have them choose a seating area that basically serves as their "home base" for a few weeks. This is where they sit when they arrive to class. Once I have taken roll and have explained the lesson for the day, students are free to move around as they need. In fact, it is vital for them to move from one area to another in order to maximize collaboration and communication with their peers.

Every three weeks or so, right around the time progress reports or report cards are sent out, we have a Musical Chairs Day, when students choose a new home base from one of the nine seating areas, including the seven up front (including the wall with the chairs) the two black chairs in the back, and any of the lab tables. The selection on this day is first come first served, but students must change to a completely different area and not sit in the same one again until they have rotated through all nine areas.

This system gives students an opportunity to sit in all areas of my room. It keeps the process equal for all but it also allows for flexibility with the lesson focus for the day. I wish I could tell students to sit where they would best learn each day, but if I did, I would have a huge fight over the couch Every. Single. Day.

I often forget to remind them about Musical Chairs Day but they always remind me. When I post the announcement on Google Classroom, students begin to plot out where they would like to sit next and they designate who will be the responsible person for claiming their chosen new area. On Musical Chairs Day no is ever tardy and in fact, students get to class earlier than usual.

Q: Has your classroom always been like this? If not, how is the mood of the room different now that you've made this change?

A: My classroom has always been a relaxing place for learning, but the changes this year have elevated this feeling. I am having one of my most enjoyable and rewarding years in education and this is my seventeenth year to teach. Seniors are a dream to teach and they do not normally cause discipline issues, but I generally have a handful pop up throughout the year. This year I have had zero discipline issues. Students seem more engaged in the learning and they are never bored. While it would be difficult to prove all of this from a research aspect, it is hard to believe that all of these observations are pure coincidence.

Q: Where did you get the materials for the room?

A: Big tip: Towards the end of the school year is the best time to start snagging those items you need or think you need for your classroom! Let teachers know what you are looking for so you have eyes in lots of places. It was simply coincidence that I started furnishing my room in May and it worked out really well for me.

It is also a good idea to find your inner crafty self or make a friend who has already found his/hers. A can of spray paint, some material, varnish, and sweat equity can make all the difference for a thrift store or garage sale find.

Speaking of garage sales, if you find something you are interested in, tell the seller you are a teacher and what you plan to do with it. I never intended on trying to get a lower price; it just always happened as a result of normal conversation about the item I was inquiring about.
Purchased Items

2 IKEA Lack side tables. These are inexpensive and work really well.

4 IKEA Marius stools. These get used ALL the time and are a great investment for their super sturdiness.

2 IKEA Jordrok pillows. I wish I had purchased more of these. I had no idea my students would love using these to sit on the floor. I also purchased two of the matching pillow cases as well.

The rug in front of the couch is made of plastic. I purchased mine from Amazon but you can also buy something similar from World Market.

IKEA Fixa floor protectors. There are several in a package and I wish I had purchased more. They are thin and I found they do not come off like other, thicker pads.

Favorite Projects & Tips

Round table: This table had previously been in my principal's office, then my friend's room and then to my room. When I received it, it had the typical brown top and I wanted something prettier. I found an inexpensive round table cloth on Amazon and decoupaged it onto the table. After many, many coats of varnish it has held up incredibly well!

Square table with print: I got a great deal on this table from a Facebook garage sale post, but the top needed some TLC. I copied pages out of vintage books and then decoupaged them onto the table.

Wooden chairs with cloth seats: It takes a small amount of material to recover each seat and it is fairly easy. I would HIGHLY recommend also purchasing clear vinyl to go cover the material. Because you know, life.

Painted chairs, clipboards and coffee tables: Each item received the same treatment. A thorough sanding, a coat of spray primer, another light sanding, two to three coats of spray paint and all of this would be topped off with three to four coats of spray varnish. Except the tables; I did use liquid varnish on those. Think you've added enough varnish? Add a few more coats.

Pillows: Every pillow has a waterproof cover under the pillow case. I take the pillow cases home and wash them every six weeks.

Information binder: I printed off several articles and research about flexible seating and placed these in a binder. This was out for parents to view during Meet the Teacher night and I always have it handy in case an administrator or visitor has a question.

Q: What else should we know when studying your room?

A: The only time I ever turn on the overhead lights is lab day. I also play music through my surround sound during most of class. I play from a variety of stations and each depends on the situation, the assignment and the weather. Writing and reflecting calls for jazz while labs require something more upbeat. The only exception to this rule is Fridays. On Fridays we almost always listen to 80's music; everyone loves the 80's!

I spent the better part of the first six weeks teaching and modeling for students the procedures and my expectations for the room. I said the same phrases and demonstrated things over and over again until we all got tired of it. Then one day all the chairs were pushed in, the pillows were replaced, and the clipboards were where they were supposed to be. I knew all of the information had finally set in. I still remind them periodically about my expectations but the solid month of instruction certainly helped.

I recently asked some of my students what their favorite part of my room was. I was fully expecting to hear a resounding statement of "the couch," but their answer surprised and enlightened me. One young lady instantly said her favorite part of my room was the "aura since we don't have to be stuck in desks all period." I looked at her with a puzzled expression and another young lady explained by saying, "Mrs. Harris, your room has a chill vibe and it's a haven for students." Finally, one young man commented as they all walked out of my room, "Your room is a safe place."

These comments made me realize that my research, hard work, paint-stained clothes and effort were all worth it. In the end my classroom design experiment has been an overwhelming success for both me and my students. I regret nothing, except that I did not do it sooner. ♥

Do you have a unique classroom? We're looking for creative and innovative classrooms and other learning spaces. Even if you just have one really magical bulletin board, a brilliantly organized supply closet, or the best filing system ever, let us see it! Send us an email through the contact form with a link to a few high-quality photos in a Google Drive or Dropbox folder and we'll check it out.

There's more where this came from.
Join my mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. To thank you, I'll send you a free copy of my e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Classroom Eye Candy 3: The Funky Science Lab

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It's back!! After many, many months, I am ready to show you the third classroom in our Classroom Eye Candy series. All images will open up nice and big in a new window if you click on them. Ready?

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Implications for community

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Last November, I showed you an incredible classroom that blew me away to such a degree that it caused me to launch the Classroom Eye Candy series. Since then, I have heard from dozens of other teachers who wanted to share their classrooms as well. To keep the site from being overrun by classroom photos, and to keep the series special and exciting, I have decided to only feature classrooms when they completely blow me away.

So the time has come for the next room, and it's a rock star! Although this 5th grade classroom also emphasizes flexible seating (which is NOT a requirement for this series, by the way), it has a very different vibe from the first one.

To start with, it has a name.

Without further ado, I bring you The Learning Lounge.

Name: Sherah Cash

Job Title: 5th Grade Science and Social Studies Teacher

School Location: Columbus, Georgia

Q: Tell me about the evolution of this classroom. What was your thinking when you put it together this way?

A: The creation of this space developed as I began my second year of teaching. During this time, I had from 25-30 students in each class period, so space was a valuable asset. Seeing that desks took up a majority of the space, I decided to eliminate them. The students welcomed the space and really enjoyed the different areas within the space. It gave them more freedom of choice and provided more of a home-like atmosphere in which they felt comfortable to relax.

All photos of students are used with parent permission.

In turn, this relaxed atmosphere produced more conversation, which in turn produced additional learning at a deeper level. After seeing all the benefits of this space, I've continued to use this layout concept throughout my career. The students came up with an awesome name for this space; they call it "The Learning Lounge."

Q: Describe some of the most important spaces in your classroom and how they work. What are your favorite parts of the room? What are your students' favorite parts?

A: Some of the most important spaces in my classroom are the gathering area up front and the free spaces throughout the room. The gathering area, also referred to as "The Learning Lounge," is where new concepts are introduced by the teacher and the students feel free to have open conversations, which promotes connections with the content.

The free spaces include all areas of the classroom. During center time, the students are allowed freedom of choice. They select the concepts in which they need additional exposure, whether it be by reading a book or playing a learning game. During this time, students use teacher-made task cards that include previously taught concepts and upcoming content. They use the task cards in conjunction with the materials in the Dr. Who Tardis, such as cool game boards and a variety of game pieces. They can use their creativity by choosing what they want to use and making their own game rules.

Another favorite space in the room would be the Facebook bulletin board which consists of the key people we study throughout social studies. Students often just hang out in that area and discuss their favorite people and the accomplishments they made in history.

Q: Has your classroom always been like this? If not, how is the mood of the room different now that you've made this change?

A: My classroom has not always been like this. It became a reality after my first year of teaching. Basically, the change was promoted by needed space and became much more. It has evolved over time, and it changes yearly in its appearance. But, the major change within the space has been the change in the students I teach. The space has promoted the students in being responsible for their own learning. Ultimately, they play a major role in their own learning process and are able to self monitor their progression.

Some links below are Amazon Affiliate links. If you click these and make a purchase from Amazon, I will receive a small commission at no extra cost to you.

Q: Where did you get the materials for the room?

A: Most of my furniture came from yard sales and local thrift shops. Recently, I've acquired some Hokki Stools from a program called Donors Choose, in which prominent people and businesses can donate to schools of their choice. The Hokki Stools are perfect because they are sturdy and have rounded bases that allow students to move while they learn. They are also portable and can move easily with the students from one location to the other. I also use pop-up tables that can be folded down after usage to allow for that constant freedom of movable space.

Students use clipboards for writing. To make it fun, I splattered paint on them. Most of the games and game boards I created myself using themes that the students would be most interested in.

Q: What else should we know when studying your room?

A: When conducting science experiments, many times I use outdoor space. I also use the hallway for additional space. Students are allowed the freedom of moving the portable furniture to all areas. I create many interactive PowerPoint games to be used on the Smartboard and computer center.

I use The Big Bang Theory to promote science and Dr. Who to promote social studies time travel. Many times the characters are incorporated into the games and content presentations. In addition, I use themed music for transitions. A variety of music is used daily, especially in my lessons. It helps the students remember the concepts taught and serves as a way to retrieve previously learned material.

Here's a closer look at how Sherah created some of the unique pieces in her room:

Do you have an eye-candy worthy classroom? I have already received dozens of submissions, but I am only choosing classrooms that truly stop me in my tracks. If you would like to submit a classroom for consideration, send me an email through the contact form!

There's more where this came from.
Join my mailing list and get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and fun. To thank you, I'll send you a free copy of my e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Classroom Eye Candy 2: The Learning Lounge

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This no-desks classroom dazzles with bright pops of color, tons of student choice, and a Tardis that's more than meets the eye. Enjoy the second classroom in the Classroom Eye Candy series!

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Implications for community

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Several weeks ago, I posted an article on my Facebook page about student fidgeting and the advantages of flexible seating. One teacher who commented was high school teacher Rebecca Malmquist, who described her own flexible classroom: "I have taken all the conventional desks out and replaced them with mostly tables and a number of different kinds of chairs; I've used garage sales and the generosity of friends to furnish my room this way. My classroom looks like a college apartment. But I also build in transitions every 15 minutes or so that require movement (to get into groups, turn something in, write on a paper-covered wall, etc). I have little to no fidgeting problems or issues with attention loss."

Intrigued, I asked to see a picture. Rebecca obliged, and then I lost my mind: "YOU HAVE THE PRETTIEST CLASSROOM E-VER," I shouted at her. "I WANT TO BE IN YOUR ROOM!!! I CAN'T STOP YELLING! OKAY, I'M OFFICIALLY STARTING A GALLERY OF BEAUTIFUL CLASSROOM PHOTOS AND YOURS IS GOING TO BE THE FIRST ONE."

And so Classroom Eye Candy was born.

Classroom Eye Candy will be a feature where I invite you to join me in ogling creative classroom design in any form. We will learn about the teacher behind the classroom and the process he or she used to put it all together. I have no idea when the next one will be or how often I will post these features. All I know for sure is the criteria: I'll know I've found the next classroom when I start writing in all caps.

Classroom Tour

Name: Mrs. Rebecca Malmquist (Twitter @beckymalmquist )

Job Title: High school English teacher - currently English 9 and 10, Creative Writing and Advanced Creative Writing

School Location: Hastings, Michigan

Q: What inspired you to arrange your classroom this way?

A: After my stay-at-home-mom years, as I explored the options of becoming a teacher or a school psychologist, I became an overly qualified paraprofessional for a few years at a school. While there, I noticed a need for teachers who were comfortable teaching all kinds of students. I also noticed that when a student had an accommodation for special seating, or some other really cool environmental thing prescribed by the OT or SLP (etc), they would stick out like a sore thumb. I mean, having a bean bag in your lap to help you feel grounded is awesome, but not if you're the only one with a bean bag. A chair on wheels that spins? Cool, but not if you're the only one. You get the idea. So, believing wholeheartedly that people gravitate towards what they need without even having to really think about it, I started noticing (in meetings, at my home, out in public) that most people, if given a choice, choose their spots based on some known or unknown instinct.

I vowed that my future classroom would be a place where those types of sensory needs were normal choices for anyone.

The Details

Seating:
So as long as a student's postures and movements do not disrupt others' learning and comfort, they are literally allowed to choose any number of places to land in our classroom. They can be:

on the floor, carpeted or tile

over/under a blanket, pillow, or lap-sized bean bags

on a couch, an easy chair, a Papasan chair, a traditional chair (wood), stools that don't move (with or without back support), stools that move up and down, "spinny" chairs on wheels, chairs that feel like they may tip (but don't), chairs that are plush on the seat and/or the back, or a high-backed easy chair

I did get rid of my exercise balls, because they just never held their air ... I have a dream for a balloon chair or an inflatable office chair or two ( dar Living Balloon Seat), but haven't acquired any yet.

Tables/Writing Surfaces:
Students can choose from end tables, clipboards, hard place mats, long conference tables, circular tables, rectangular tables, single tables near the teacher's desk, coffee tables, or the floor.

Manipulatives:
These are kept on my shelves for students to pick up and hold/play with: stress balls, tennis balls, plush animals, noiseless things, hard balls, plastic Slinkies.

Lighting:
No fluorescents-ever. I had a student with autism that could hear them and they would irritate him, which made me notice that I sometimes could get agitated when they are on too long, too. I have natural light in my classroom and a number of different light sources so they can always see well, no matter the time of year or day. Last year I had a student whose mom asked me to place a S.A.D. light in my room for her child, because she figured it would be the best place for the child to get a daily dose (30 min/day) and s/he fit right in when s/he sat in front of it in our classroom.

Music:
I play music every day when they come in for class; the genre changes, to accommodate all the different interests in the room. I think that adds to the environment as well.

Q: Where did you get the materials/furniture?

A: Mostly I find these things at garage sales; I buy them with my own money. I DO work at a school with a basement full of furniture odds and ends that no one wants; if I ask for a piece down there, I get to use it until someone else wants or needs it for something (that is where the cool street lamp comes from: an old prop for some play or dance some years ago). Now that people notice my classroom, I get offers for cool things to add to our classroom, and I take them.

Q: What's the deal with that rainbow wall in the back?

A: That is my affirmation wall. The colors correspond to class hours; the library card holders have numbers. Each color has 30 library card holders that are numbered. Each student has an address that reads something like this: Red 30; Blue 28. Here's a link to explain that a little bit more:

https://sites.google.com/site/mrsmalmquist/about-me/affirmation-station
https://m.youtube.com/watch?v=YAblJkJsW8I

If you're interested in hearing how I actually execute this efficiently for 150+ students after checking out that page, let me know. I'd LOVE it if people tried this with more high school settings; it makes a huge difference in the classroom.

I also have papered walls on which kids can and do write questions or good news (they sign and date these entries). Those are near the rainbow wall in the back.

Q: So how does it work? Do students choose where they want to sit all the time? Is there competition for the "best" seats?

A: I knew I didn't want to tie it to rewards, but I was afraid everyone would rush to all the sweet spots if I didn't assign it or have some kind of a procedure for it when I first started teaching, so I used to assign it randomly. I found it wasn't really necessary, and it didn't fit with my philosophy for making the environment in the first place. I mean, what if a kid NEEDED an accommodation in seating/lighting, and they always happened to get the couch, or whatever? I also found some people becoming proprietary, even when only assigned a spot every once in awhile, because it became the ever-elusive spot? I'm not sure. So I changed it up.

Now, I start every semester by greeting kids at the door and asking them to find a place in which they feel:
1: Comfortable
2: Capable of doing their best work

And then each day after that, for at least a solid 7-10 school days, I greet them with the same words, but I add this:
3: And it must be new to you. (Right...you cannot have chosen that place yet...yes, I'm serious...no, you can't pick a place you picked two days ago...)

After that time, it becomes natural for them to pick a handful of different places throughout the room. Every once in awhile, I go through this again if I notice that they are gravitating toward the same spots over and over again. I tell the kids I'm trying to get them to relax enough to learn and to figure out what works best for them; I remind them that what works one day may not work the next day.

Also, if a student chooses a place where s/he is not oriented to the front naturally, it is likely her/his chair is one which has been carefully placed so s/he can spin towards a speaker at any time, and I teach this as expected behavior at the beginning of the term.

People always assume that kids will fall asleep in such a relaxed environment. That's just not the case. Students tell me that the room is not only relaxing, but also makes them feel cared about and understood.

Q: Have you noticed a difference in how your classroom feels and operates compared to earlier arrangements?

A: No...because I never was a rows and desks person. Maybe that's not true...I didn't get the tables until the middle of my first year, so I had desks. Most of the kids hated the desks because they didn't fit well and felt constrained. No one ever chose them first, that's for sure. I slowly phased them out. This year, I have no conventional desks at all and I've never been asked for them.

Students tend to ask their parents to come visit during high school open houses (this is usually not a hot event for high school age students); I think that says a lot.

I'd like to thank Rebecca for sharing her space with me. I hope it inspires others to find ways to offer students choices for getting comfortable in the classroom. If you know of a classroom that deserves to be featured in Classroom Eye Candy, contact me here.

Want to see more flexible classrooms? Watch this Edutopia video that shows several other flexible classrooms in action: Flexible Classrooms: Providing the Learning Environment that Kids Need

There's more where this came from.
Join my mailing list and get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and fun. To thank you, I'll send you a free copy of my e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Classroom Eye Candy 1: A Flexible-Seating Paradise

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Join me in marveling over the warm, cozy wonder that is the flexible classroom of Rebecca Malmquist.

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Edutopia

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Prompting students to use physical gestures like high fives in the classroom helps build a sense of community.

All good teachers strive to build a sense of community in their classrooms, and they know from experience that creating and strengthening bonds between students isn't a one-time event. In the real world and in school, fellowship and mutual respect among peers are fostered-or frayed-over days and months, not during the first week.

Because class time is precious and passes too quickly, strategies that leverage small moments in instruction have great potential for helping students gel as a community.

Group Salutes

One quick, low-prep, high-impact approach to cultivating community is something we call Group Salutes. A salute is a gesture of recognition or respect when people meet or say goodbye. In the classroom, a Group Salute is a teacher-prompted social or physical gesture shared between two or more students at the beginning or end of an interaction. Group Salutes can be used with students of all ages, including ones who are shy or struggle with social skills, and English language learners.

At the outset of an interaction, Group Salutes help break the ice and lead students to connect in a non-academic way. At or toward the end of a dialogue or task, they provide a sense of closure or accomplishment.

Opening Group Salutes

Have students introduce themselves: "Tell your partner your first, middle, and last name" or "Share your birthday with the group."

Ask them to share favorites: "Before starting, share your favorite ice cream flavor" or "To begin, tell your group mates how spicy you like your salsa."

Give them options to choose from: "Rainy days-thumbs up or down?" or "Poll your group: pizza or tacos?"

Closing Group Salutes

Remind them to say goodbye: "Say, 'See ya real soon!'" or "Say goodbye in [another language]. Here's how: ________."

Ask them to express gratitude: "Finish by saying, 'Thank you for working with me.'"

Have them wrap up the lesson: Have group leaders end a discussion with "So, in summary, we think _____."

Invite them to celebrate: "Whisper to your team, 'We did it!'" or "Turn to your partner and say, 'Good job, partner!'"

Group Salutes can also involve physical interactions such as handshakes, fist bumps, one- or two-handed high fives or low fives, or hand claps. Variations that don't involve contact include an actual salute, a wave, or a quick individual dance move ("When you're done, face each other and dab or floss").

Combining oral and physical responses works too. For instance, ask students to huddle up and put their hands in the middle, like a sports team, and repeat a phrase or chant. Or say, "Raise your pen or pencil in the air" and follow with a teacher- or student-led toast. Teachers should use prompts that make sense with their own and their students' personalities.

Benefits of Group Salutes

Group Salutes are not simply clear signals for starting and stopping activities-they're a subtle and effective strategy for teaching students how to exercise courtesy, be cordial, and use good manners. In fact, the Latin root of salutation, salutare, means to "pay one's respects to," which is essentially what the teacher is asking students to do through words and gestures.

Evidence from real-world situations suggests that Group Salutes can contribute to team success. A study produced by the University of California, Berkeley, found that the NBA teams whose players touched the most (via high fives, fist bumps, etc.) in an early-season game had the best records for the season. The researchers attributed this to the increased trust, goodwill, and camaraderie experienced by the players.

And Google's Project Aristotle found that the company's most successful teams were those with a sense of psychological safety-those whose team members trusted one another enough to take risks without fear of judgment. In the classroom, Group Salutes are a concrete step toward establishing that kind of trust.

We're not suggesting that every interaction between students should involve a Group Salute. Students of all ages appreciate a balance of predictable and novel routines. Responding to the same social or physical cues day in and day out can get stale or feel robotic.

For that reason, consider using Group Salutes frequently with tasks that involve short interactions in the beginning of the school year; later on you can reserve them for tasks that involve more sustained or in-depth peer interaction or collaboration. Or do the opposite: Use Group Salutes sparingly at the beginning of the year and ramp up to launching or closing most quick connections (turn and talks, or Think-Pair-Shares) with them.

We recommend keeping Group Salutes brief, fresh, and age-appropriate. This might involve giving a time limit ("You have 10 seconds each to share whether you've seen and liked any Star Wars movies"), asking students to contribute ideas for prompts, or having a volunteer tell the class what to do or say.

The long-term goal is for students to use Group Salutes on their own, without prompting. When they transfer the underlying social and affective skills to their everyday interactions, we can be confident that we're building a community.

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Prompting students to use physical gestures like high fives in the classroom helps build a sense of community.

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How do these tasks and tools foster healthy collaboration?

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How do these tasks and tools foster healthy collaboration?

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Collaborative Digital Presentations Enrich Projects (Tech2Learn Series) | Edutopia

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Educator Kate Summers engages her students by asking them to "teach back" chemistry concepts to their peers via online demonstrations created with tech tools like Google Docs, Keynote, and PowerPoint.

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What tips from this short blog post might help address this issue

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5 Ways To Engage Reluctant Learners
by Kristina J. Doubet, Ph.D and Jessica A. Hockett, Ph.D.

We've all been there. Slumped bodies, rolled eyes, defiant words, and off-task behaviors announce (not-so-subtly) that instruction isn't "working." So what can teachers do to encourage participation and task completion when students are reluctant to participate or complete tasks?

While there are no guarantees or magic bullets, certain principles and strategies can help harness the intrinsic motivation that lies at the heart of each learner.
5 Ways To Engage Reluctant Learners 1. Proactively get to know and connect with each student.
All students "come alive" somewhere in the world beyond school. Teachers can intentionally uncover these passions by having students make a pie chart or graph of their interests, using simple prompts like, "What do you enjoy spending time on?" or taking attendance questions such as, "When I call your name, tell me your ideal superpower." Once that information becomes "public domain" in classroom conversation, teachers can reference it in examples, explanations, and assignment options. Such connections honor what individual students value and can increase their sense of belonging.
2. Foster community and collaboration by design.
Letting students stay in the same "cliques"-or to themselves-as they are prone to do, can erode community. Because most students don't spontaneously or independently form bonds or reach out to one another, teachers must lay a relational foundation from day 1. At minimum, this calls for students to work with a wide variety of classmates over the course of a week or month.

Teachers can form partnerships or teams by asking students to "line up" in order of their birthdays, phone numbers, or bedtimes, and then grouping by similar or dissimilar traits. If the line-up question changes each day, so will the configurations. Over time, students begin regard everyone in the class as a colleague.

3. Make interactive learning experiences the norm.

Teachers can combat reluctance by requiring students to be active producers of discussion and knowledge on a regular basis. But if this expectation is "sprung" on students once in a blue moon, with few opportunities to practice being team players, they may rebel against or passively resist collaborative work.

Approaches like the "Line Up" (described above) create a simple structure for grouping students to interact with one another around content and skills. Strategies such as Think Dots, Debate Team Carousel, and Face to Face (Doubet & Hockett, 2015) facilitate interdependent group work - as well as individual accountability - in "fun" and nonthreatening ways.

4. Whenever possible, provide choice.

All human beings are more motivated when they feel like they have a say in what they are doing. Teachers can provide options for what to read or study (e.g., "Here are 4 ads - analyze the ad of your choice for its persuasive techniques") or for how to demonstrate what they've learned (e.g., summarize your findings via a letter to the company or a blog post "rant").

They can also utilize techniques such as "Show me the Money" (Doubet & Hockett, 2015) a strategy that asks students to choose the problems they want to solve, while maintaining the level of difficulty required by the teacher.
5. Build an off-ramp.
It's impossible for teachers to know or understand all of the beyond-the-class challenges and traumas many students confront each day. There are some days that a student may simply need an "out." Many effective teachers establish a "safe haven" in the classroom where students can work independently when the need arises. A learning environment that encourages regular participation but allows for exceptions has a better chance of gaining the trust - and investment - of all students.

There are many more specific strategies teachers can use to "put wheels on" these overarching principles. At our two-day pre-conference institute , March 31-April 1 at the 2016 ASCD Annual Conference in Atlanta, participants will experience such strategies first-hand to learn how to engage reluctant learners in their own classrooms and leave with an even larger arsenal of tactics catalogued in the our book, Differentiation in Middle and High School: Strategies to Engage All Learners .
Jessica A. Hockett, Ph.D. and Kristina J. Doubet, Ph.D. are the co-authors of 5 Ways To Engage Reluctant Learners; adapted image attribution flickr user usdepartmentofeducation Differentiation in Middle and High School: Strategies to Engage All Learners . They'll be presenting a two-day pre-conference institute on engaging reluctant learners at the 2016 ASCD Annual Conference and Exhibit Show . Doubet and Hockett work with practicing teachers of all grade levels - nationally and abroad - on the topics of curriculum, assessment, and differentiated instruction. Follow them on Twitter @DIY_Diff and on Instagram @d.i.y_di

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5 Ways To Engage Reluctant Learners by Kristina J. Doubet, Ph.D and Jessica A. Hockett, Ph.D. We've all been there. Slumped bodies, rolled eyes, defiant words, and off-task behaviors announce (not-so-subtly) that instruction isn't "working." So what can teachers do to encourage participation and task completion when students are reluctant to participate or complete tasks?