Figure 1.--ere we see a prep school class with a traditional set up. The children's desks are all in rows poited to a blackboard at the front. Some primary-level classes had more flexible set ups.
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Figure 1.--ere we see a prep school class with a traditional set up. The children's desks are all in rows poited to a blackboard at the front. Some primary-level classes had more flexible set ups. |
We noticed all kinds of classroom arangements in the New Zealand schools we visited. This was especially true in the primary-level schools. Here the teachers had the most flexibility. Some schools had very traditional arangements with desks pointed to the front where a blackboard and teacher's desk was located. There were many other alternatives. This was affected by both teacher preferences, school philosophy, and of course the subject matter. Some classess had tables which were pulled together in small groups. Other classess had arrangements that allowed different activities to be conducted at the same time. Several primary-level classes had small play areas or libraries where some of the students could work while the teachr focused on selected students for various purposes. In the secondary schools, therecwas less flexibility. The traditional patterns of desks facing the front was fairly standard with the excetion of specialty classes like science, art, and shop.
We noticed all kinds of classroom arangements in the New Zealand schools we visited. This was especially true in the primary-level schools. Here the teachers had the most flexibility. Some schools had very traditional arangements with desks pointed to the front where a blackboard and teacher's desk was located. There were many other alternatives. This was affected by both teacher preferences, school philosophy, and of course the subject matter. Some classess had tables which were pulled together in small groups. Other classess had arrangements that allowed different activities to be conducted at the same time. Several primary-level classes had small play areas or libraries where some of the students could work while the teachr focused on selected students for various purposes. Of course in primary classrooms, teachers commonly had the flexibility and room to readjust the arrangement depending on the lesson.
In the secondary schools, there was less flexibility. The traditional patterns of desks facing the front was fairly standard. Here a factor is the extent the teacher desires to lecture or to stimulate discussion. Also ther are different requirements in various specialty classes like science, art, and shop.
