Transcript Steele's Six Functions of the Classroom Setting

STEELE'S SIX
FUNCTIONS OF THE
CLASSROOM SETTING
Louise Glasgow
4/19/2015
Classroom Design
2 nd Grade
What are the Six Functions?
◦ In 1973 Steele defined physical settings to serve six basic functions.
◦ The six functions include security and shelter, social contact, symbolic identification,
task instrumentality, pleasure, and growth.
◦ Classrooms are more efficient and likely to aid student leaning if all six functions are
addressed.
◦ With that in mind, it’s useful to consider the six functions when setting up a classroom
layout.
Let’s take a closer look at each function…
1. Security and Shelter
◦ Security and shelter are the most fundamental function of a physical setting. As a
precondition, this function must be met to some extent before the environment can
serve any higher-level needs (Weinstein et al., pg. 27).
◦ Basic physical protection- deals with weather, uncomfortable temperatures, excessive
noise, etc.
◦ Accommodations- for students with special needs such as room for mobility in
wheelchairs, leg braces or crutches.
◦ Psychological- feeling that the room is safe an comfortable. Feelings of psychological
safety can be physically and socially addressed.
Security and Shelter:
Ms. Anderson’s 2nd Grade Classroom
This second grade classroom addressed
security and shelter in a handful of ways:
• The room is climate controlled year
round. Students aren’t distracted by
feeling uncomfortable (hot or cold).
• There are no leaks, mold, or excessive
dust in the building.
• The room has been arranged spaciously,
preventing students from feeling
cluttered.
• Although there are no students with
physical disabilities in the class the aisles
are wide enough to accommodate any
specific and special needs (such as
wheelchairs or walkers).
Psychological security is necessary in dealing
with students coming from impoverished,
unstable, or unsafe homes (Weinstein et al. pg.
28).
•
•
•
The room has sporadically placed accents
that make the room feel “like home” such as
plants, flowers, and charming décor.
There’s softness throughout the room.
Example: a bench with soft cushions for
students to sit on when reading with a friend.
A loving climate has been set. This class has a
mission statement: We the students in room 9
will treat others the way we want to be
treated and respect ourselves, others, and
our school.
• It is taken seriously. I’ve yet to hear any
bullying, name calling, or laughing at a
peer’s expense.
• Since the room feels socially safe
students are willing to share thoughts
freely and there’s full participation in
class.
2. Social Contact
◦ Social contact between students will help develop social and life skills. Leaning how to
positively interact with peers is vital for future success.
◦ Student interaction is greatly influenced by the arrangement of a classroom.
◦ The seating arrangement by a teacher can aid in classroom management depending
on the desired amount of interaction within the room.
◦ If desks are arranged in rows interaction is limited. This may be preferable for teachers
who are concerned about excessive talking during instruction. Unfortunately rows can
inhibit the ability of students to perform group or partnered tasks.
◦ Clusters of desks promote social contact by allowing students to face their peers. This
seating arrangement is preferable if assigned work commonly involves working
together as a group or partners.
Social Contact:
Ms. Anderson’s 2nd Grade Classroom
At the beginning of the year Ms. Anderson was
given desks to use in her room. She chose to trade
with another teacher and use tables instead.
• There are four students per table (two on each
side).
• This seating arrangement enhances social
contact in the room.
• Students are often told to “take a minute to
share thoughts with their neighbors” about
content being learned in class.
3. Symbolic Identification
◦ Symbolic identification refers to the information a setting provides about the people who
spend time there (Weinstein et al., pg. 35).
◦ Students’ interests, backgrounds, and cultures should, in some way, shape, or form be
represented around the room.
◦ Classrooms should be personal and directly reflect the goals, dreams, and personalities of
those who inhabit it.
◦ Students should feel like the classrooms is their classroom.
◦ Note- Teachers can easily obtain décor for their rooms from stores such as Lakeshore but
these purchases are generic and don’t address the specific individualities of students. It’s
okay to have some premade décor but teachers should try to display decorations that are
personalized and help students identify with their surrounds.
Symbolic Identification:
Ms. Anderson’s 2nd Grade Classroom
I’m going to speak on the classroom’s mission statement
again:
• Each student signed the mission statement
• Students were given the option to either draw themselves
or glue a photo next to their signatures.
I’ve often seen mission statements and rules hung in
classrooms that are typed or written neatly by a teacher. This
is the first time I’ve ever seen them displayed with signatures
from the students. This poster is specific to Ms. Anderson’s
students and can’t be mistaken for anyone else’s. The
students are able to directly identify with the mission
statement.
Many students like to give their teachers small
gifts such as letters, cards, drawings, and
photographs. Ms. Anderson has displayed her
gifts on a bulletin board behind her desk. The
bulletin board tells so much about the lives of
her students outside of school. For example
there’s a picture of one student holding her
newborn brother and another picture of a
student with his family dog.
4. Task Instrumentality
◦ Task instrumentality refers to ways in which an environment can help or inhibit students
from carrying out daily tasks (Weinstein et al., 37).
◦ Classrooms should have a well thought layout and be organized.
◦ For example, if there’s a sink for students to wash their hands it would be ideal for arts
and craft supplies to be in the near proximity for cleanup.
Task Instrumentality:
Ms. Anderson’s 2nd Grade Classroom
Items are strategically placed throughout the
room for easy access.
• All materials relating to writing grouped
together on a shelf. The materials include
paper, creative prompt ideas, pencils, letter
blocks, word sorts and more (top left).
• Shelves line the walls holding labeled cubbies
to help students find easily find the book of
their preference. Labels include series such as
“Junie B. Jones” or general categories such
as “China” (top right).
• All math manipulatives are located and
labeled, such as “Base 10 Blocks,” on a shelf
in the back of the room (bottom left).
• The Promethean Board is conveniently
located at the front of the room it’s visible to
all students from their desks (bottom right).
5. Pleasure
◦ Physical environments should contain components that its habitants find attractive and
pleasing.
◦ Aesthetic concerns shouldn’t be brushed under the rug since students and teachers
spend a substantial amount of time in the classroom.
◦ Students respond positively to the presence of variation in the room. Therefor rooms
should offer both cool and warm colors, open spaces as well as cozy areas, and both
hard/soft textures (Weinstein et al., pg. 39).
Pleasure:
Ms. Anderson’s 2nd Grade Classroom
The classroom walls are lined with large windows
overlooking a school garden. Ms. Anderson has
provided the students with books about birds,
and hung a student drawing of a Cardinal (the
school mascot) which are displayed on the
windowsill. Students excitedly watch birds eat
from feeders and build nests in the trees.
6. Growth
◦ This function is very relevant within the classroom because as teachers we want to
promote development (Weinstein .
◦ Growth can be an a variety of areas including physical, social, self-concept,
academic, and cognitive development.
◦ Classrooms should offer opportunity for exploration and critical thought.
◦ Discovery should be promoted by the environment surrounding our children.
Growth:
Ms. Anderson’s 2nd Grade Classroom
•
•
Below- The school has embraced the 7 Habits of a Leader
which are displayed in the room. The 7 habits are to aid
students in becoming independent.
Right- Ms. Anderson has leadership roles within her
classroom assigned to students such as cubby organizer,
attendance helper, etc. Every two weeks the children
switch roles giving them experience in all positions. By
having roles the classroom is essentially student run
promoting independence, team work, and responsibility.
Sources:
◦ Weinstein, C. S., Romano, M. E., & Mignano, A. J. (2015). Elementary
classroom
management: Lessons from research and practice (6th Ed.). New York, NY: McGrawHill.
◦ All photos taken from Ms. Anderson’s 2nd Grade class (room 9) at Crestview Elementary
School in Henrico County.