Model appropriate voice levels (for example, ask the learners to distinguish between and ‘inside’ ‘outside’ voices). Encourage learners to speak quietly in group activities and when moving furniture. Use music to calm the class (but take care that this does not itself become and learners to speak even louder to make themselves heard). ‘noise’ forces Keep doors and windows closed, provided there is adequate ventilation. Check the noise levels of any heating, ventilation and air conditioning system in your classroom. Involve an audiologist and/or a speech and language therapist in working out ways to make classrooms acoustically satisfactory. 15.5 of Different Features of Classroom Environments Interactive Effects Recent research has highlighted the importance of considering the complex interactions and additive effects among various aspects of indoor environmental quality on student achievement. For example, in a UK study, researchers found the following classroom characteristics related positively to achievement: (a) e.g., light: classrooms receive natural light from more than one orientation, and they have high quality and quantity of electric lighting; (b) e.g., classrooms have high quality choice: and purpose-designed furniture, fixtures and equipment, including ergonomic tables and chairs; (c) various zones can allow varied learning activities at the flexibility: same time, and teachers can easily change the space configuration; (d) connection: wide corridors can ease movement, and pathways have clear way-finding features; (e) classrooms are designed with quiet visual environments balanced with a complexity: certain level of complexity; and (f) warm colours in senior classrooms colour: grades’ and bright, cool colours in junior classrooms (Barrett, 2013). grades’ 15.6 Summary Learners who spend time in well-designed, well-maintained classrooms that are comfortable, well lit, reasonably quiet, and properly ventilated with healthy air will learn more efficiently and enjoy their educational experiences. Children should receive 2-3 hours per day in daylight conditions. What constitutes good design of indoor physical environments for SWSEN is also good design for all learners.
Model appropriate voice levels (for example, ask the learners to distinguish between ‘inside’ and ‘outside’ voices). Encourage learners to speak quietly in group activities and when moving furniture. Use music to calm the class (but take care that this does not itself become ‘noise’ and forces learners to speak even louder to make themselves heard). Keep doors and windows closed, provided there is adequate ventilation. Check the noise levels of any heating, ventilation and air conditioning system in your classroom. Involve an audiologist and/or a speech and language therapist in working out ways to make classrooms acoustically satisfactory. 15.5 Interactive Effects of Different Features of Classroom Environments Recent research has highlighted the importance of considering the complex interactions and additive effects among various aspects of indoor environmental quality on student achievement. For example, in a UK study, researchers found the following classroom characteristics related positively to achievement: (a) light: e.g., classrooms receive natural light from more than one orientation, and they have high quality and quantity of electric lighting; (b) choice: e.g., classrooms have high quality and purpose-designed furniture, fixtures and equipment, including ergonomic tables and chairs; (c) flexibility: various zones can allow varied learning activities at the same time, and teachers can easily change the space configuration; (d) connection: wide corridors can ease movement, and pathways have clear way-finding features; (e) complexity: classrooms are designed with quiet visual environments balanced with a certain level of complexity; and (f) colour: warm colours in senior grades’ classrooms and bright, cool colours in junior grades’ classrooms (Barrett, 2013). 15.6 Summary Learners who spend time in well-designed, well-maintained classrooms that are comfortable, well lit, reasonably quiet, and properly ventilated with healthy air will learn more efficiently and enjoy their educational experiences. Children should receive 2-3 hours per day in daylight conditions. What constitutes good design of indoor physical environments for SWSEN is also good design for all learners.
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