The document discusses how the physical and social-emotional environment of a classroom can impact student and teacher performance. It states that enriched environments increase the brain's ability to connect and learn, while impoverished environments have the opposite effect. Enriched physical environments are described as attractive, engaging, and changing, while impoverished ones are unattractive, non-engaging, and unchanging. Enriched social-emotional environments are characterized as student-centered, risk-free, supportive, and collaborative, whereas impoverished ones are tense, threatening, and competitive. The document emphasizes that most learning comes from the classroom environment, not just the curriculum.

1. Essential
Question:
Does the physical
and social-emotional
environment of a
classroom impact
student and teacher
performance?

2. Enriched Environments
Artisan Teacher

3. Classroom Environment
Enriched environments
over time increase the brain’s
ability to connect, communicate
internally and to learn
Impoverished environments
have the opposite effect – they
shrink the brain’s ability to
connect and communicate and
limit learning potential

4. Physical
Interactive
Welcoming
Print Rich
Comfortable
Hands on
Small groups
Bright
Colorful
Organized
Student work
displayed
Physical
Cluttered
Disorganized
Bland
Seats in rows
Commercial
wall postings
Permanent
bulletin
boards
Crowded
Smells
ENRICHED
PHYSICAL ENVIRONMENTS
Enriched Impoverished The ability of the
teacher to shape
the physical and
social environment
of the classroom to
enhance learning.
MYTH:
Most of what is
learned in the
classroom comes
from the
curriculum.
Truth:
Most learning in a
typical classroom
comes from the
environment.
Mike Rutherford,
Creating the Learning
Centered School

5. 5
Learning centered teachers seek to create
an enriched physical environment.
Physical
Classroom
Environment
Sends a message
Attractive
Engaging
Changing

6. • Enriched Physical Environment
– Attractive - sight, inviting, inquisitive, friendly,
greenery(alive), lights and rugs (homey),
– Engaging – something to do and do with, sounds,
smells, bathtub (reading is special), live bunny (safe
place), touch
– Changing - varied, changes every week or unit to
support the current learning, mood settings
• Impoverished Physical Environment
– Unattractive – cluttered, bare, commercial/not
student centered
– Non-engaging – not content focused, teacher
centered
– Unchanging – permanent bulletin boards, no
student work posted

7. Social/Emotional
Student Centered
Risk free
Non-threatening
High Expectations
Friendly
Respectful
Valued
Supportive
Cooperative
Smooth
transitions
Creative
Collabortive
Social/Emotional
Tense
Favorite
students
No rituals
Threatening
Low
expectations
Screaming
Rude
Confusion
Stressful
Competitive
Intimidation
ENRICHED
SOCIAL/EMOTIONAL ENVIRONMENTS
Enriched Impoverished
The ability of the teacher
to shape the physical and
social environment of the
classroom to enhance
learning.
MYTH:
Most of what is learned in
the classroom comes from
the curriculum.
Truth:
Most learning in a typical
classroom comes from the
environment.
Mike Rutherford, Creating the
Learning Centered School

8. 8
Learning centered teachers seek to create
an enriched social/emotional environment.
Social/Emotional
Classroom
Environment
More collaboration,
less competition
Unconditional
Positive Regard
Relaxed Alertness
Special Treatment
Positive Rituals

9. Enriched Social-Emotional Environment
– Unconditional Positive Regard - student believes they are liked
by teacher and students for who they are, not what they wear or
what they can do, fun to be here, personal actions that indicate “I
like you”
– Relaxed Alertness - measure of the anxiety level, students are
focused, but not stressed, accountable talk
– Special Treatment - degree to which students feel that the
classroom is individualized, where their special needs are met,
selecting students to be leaders (where all get the opportunity to
lead), prizes, coupons, starfish story “make a difference for this
one”
– Positive Rituals - how teachers intentionally embed social
shaping messages into everyday life – being present, being on
time, moving in an orderly manner, process for dismissal, waiting
your turn
– More collaboration, less competition - build classroom climates
that are cooperative, collaborative, sharing, team building,
communicating (21st century skills)