Lorenzo High School's coffee station in the library.

Classroom design has changed little in decades, other than aesthetic improvements such as colour, better lighting and furniture. Although modern classrooms are now equipped with computers, projectors, screens, sound equipment and possibly cameras, scanners and so forth, fundamentally the design has remained unchanged. Indeed, in many instances, classrooms have been adapted to accommodate technology in ways that make the technology problematic to use e.g. power or network points positioned poorly, inadequate wireless coverage, poor seating options or desk arrangements.

Westley Field and Peter Crawley (Head of St Hilda’s) believe that the geography of the learning space has a profound impact on the learning experience and my experiences confirm this. Many Australian schools have implemented what they term “flexible learning spaces” - rooms specifically designed to allow for easily adaptable classroom layouts and situations. This has enhanced the openness of the traditional classroom. Good examples of this include BBG; Churchie; St Hildas; SoundHouse and MLC.

Flexible classroom spaces are set up with multiple points of vision, with practical chairs and with light furniture that is easily rearranged. They are superbly kitted in terms of technology and particularly so that the technology is easy to use. Many too are able to be easily adapted to form part of a larger venue.

St Hilda’s Head of School, Peter Crawley, believes that sight and access are the goals of better classroom design and that the use of glass is key. He says that classrooms are better for pupils and staff when designed using glass and allowing connectivity between spaces. To this end he designed classrooms with plenty of glass to enable the pupils in the room to see out and the room (and its activity) to be seen from the outside. Pupils and teachers are able to see between rooms and teachers enjoy the interaction that is possible between rooms. More of the great daily classroom experiences are thus visible and inadequate learning experiences are exposed. He has found that pupil discipline is more self-directed in an open glassed environment. Furthermore, glass allows the classroom to be connected to other spaces but not be dominated by other spaces. Teachers are able to see each other in action and are easily able to assist each other or buddy-teach. It appears to work well and teachers appear comfortable and not isolated. Teachers are welcome in each other’s space and the energy and collaboration that results is exciting to witness.

Besides the obvious physical benefits of adaptable spaces, there is also a noticeable atmosphere change in such rooms. The pupils respond differently within these rooms and from my brief interaction with the pupils I would say that they seem to feel happy to work in such venues and like the informality and responsibility it presents. They are part of what they can see is happening around them and they respect that.

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