Step Two: Location, Location, Location
Not understanding the requirements of a growing vegetable, I choose a location that was most convenient for me, not the plant. This led to limited growth for the young plants. I need to pay more attention to the needs of the plants and less to my comfort.
Education Applications:
A teacher has no control over where the classroom is situated in the building, the number and type of windows, noise from outside the room, traffic patterns and other stimuli that would tend to minimize learning.
A teacher does have control over the learning environment inside the walls of the classroom. Sometimes the environment needs to be adapted to the needs of the learner and not the convenience of the instructor. For example:
Faith Application:
Where is the correct place to share the faith? I found that the formal “Religion” class offered me opportunities to share a Gospel message, but other environments often led to more conversations:
There is no “right” environment to share a Gospel message – everywhere is appropriate.
Not understanding the requirements of a growing vegetable, I choose a location that was most convenient for me, not the plant. This led to limited growth for the young plants. I need to pay more attention to the needs of the plants and less to my comfort.
Education Applications:
A teacher has no control over where the classroom is situated in the building, the number and type of windows, noise from outside the room, traffic patterns and other stimuli that would tend to minimize learning.
A teacher does have control over the learning environment inside the walls of the classroom. Sometimes the environment needs to be adapted to the needs of the learner and not the convenience of the instructor. For example:
- Are desks necessary? I once had a Literature teacher who allowed her students to read the required novels at their desks – or in beanbag chairs – or a couch – or on a pile of pillows – or on the stage in the auditorium – or in the unused cafeteria – or wherever the student felt most comfortable reading. End of the year rest results bore testimony to the impact of adapting the environment on the measured outcomes as every student excelled on the test. It was also interesting to note that many students that came to her class reluctant to read a novel left her class as a lifelong reader.
- Are chairs necessary? I had the privilege of teaching a young hyperactive boy who found it extremely difficult to sit still for five minutes, let alone a whole class period. After countless complaints about his not being seated I reached a compromise with the class. If they agreed to stop complaining about his posture, I would put him in the back of the room and allow him to stand during the class. Everyone enjoyed the arrangement.
- Are seating charts necessary? I started out teaching in a two-room school where students sat in desks aligned in straight rows. I knew the rows were straight because the legs of the desk were nailed to a board. I then progressed to having students sit in individual, movable desks – in straight rows. I knew the rows were straight because they were aligned on the lines formed by the floor tile. I then arranged my classroom around tables – four students to each table. The tables were aligned with each other. I know they were because I am a German. I found that the best learning environment was when students had the opportunity to arrange in work groups based on the subject. I would have one seating arrangement for math class, another for social studies, etc. Having the students self-select their partners worked to a point, for I would allow them to self-select from a teacher determine pool. I would allow them some freedom while controlling social and intellectual factors.
- Other environment factors include temperature, lighting, window shades, and decorations. I would always make sure these factors maximized the learning environment.
Faith Application:
Where is the correct place to share the faith? I found that the formal “Religion” class offered me opportunities to share a Gospel message, but other environments often led to more conversations:
- Eating lunch with a student often led to a sharing of a Gospel message
- On the athletic field provided me an opportunity to share a Gospel message, often with students, but more often with parents
- Before school as I greeted students in the hall
- Waiting with the students in the after school pick-up line
- As principal I found many faith conversations, especially about Grace, took place in my office
There is no “right” environment to share a Gospel message – everywhere is appropriate.