Many of us spend a lot of time at the start of a new school year focusing on our classroom design, arranging desks just so and putting up interesting bulletin boards.

1. Four Ways Classroom Design Affects
Executive Function
Many of us spend a lot of time at the start of a new school year focusing on our classroom
design, arranging desks just so and putting up interesting bulletin boards.
However, creating a room is not the same as decorating. Instead, it should have an impact
on learning and have a purpose. Teachers sometimes recreate the same classroom year
after year without evaluating if their design supports students' learning. Websites like
Pinterest provide teachers with décor ideas, but do these ideas enhance student learning?
A good classroom design promotes the development of not only topic skills but also process
skills. We feel that when students understand the objective of the procedure, they are more
likely to internalize it. This year, we are building venues that will allow students to master
both subject and executive functioning process abilities.
Executive functions are process skills that allow us to perform tasks successfully. In any
given classroom, there will be students with a wide range of executive functioning ability
levels. Working memory, task initiation, organization, metacognition, inhibition, planning and
prioritizing, time management, emotional control, sustained attention, flexibility, and
goal-directed perseverance are examples of these abilities.
Executive functions are developed both biologically and via experience. Students must
practice executive functioning skills as well as phonetic skills, math knowledge, and reading
comprehension skills. As a result, teachers have a responsibility, and more importantly, a
chance, to develop these talents. One method to support these skills is through classroom
design.
EXECUTIVE FUNCTIONING AND CLASSROOM DESIGN
1. Short-term memory The ability to hold knowledge in order to accomplish a task is referred
to as working memory. It's been described as a "sticky note" to assist kids in finishing their
assignment. By minimizing teacher language and vocal directions, good classroom design
promotes working memory. When the classroom design instructs students on what to do, it
frees up working memory for studying content rather than procedure. For the students, the
design establishes routine and transparency.

2. Visuals should be created by classroom teachers to assist their everyday routine, limiting
teacher guidance. Anchor charts that define the procedure of daily routines, checklists, or
visual signals to help with classroom organization could be examples of these graphics.
2. Structure. The classroom layout should assist students in organizing their bodies,
materials, and, most importantly, their thinking. There must be well-defined systems in place.
For example, your classroom meeting space should be large enough to accommodate each
student.
Homework should be dropped off in the same location each morning to help organize things.
Teachers must be constant in order for kids to internalize the processes.
A well-designed classroom demonstrates to children how organization aids in task
completion. We've discovered that when teachers model patterns, kids can begin to
generalize and apply these structures to their own work and thinking. Most of these
mechanisms should be understandable to an outsider walking into a classroom.
3. Task inception. The ability to start a task on one's own is referred to as task initiation. The
layout of your classroom should prompt pupils and assist them in prioritizing routine steps.
For example, if supplies are properly labeled and easily available, pupils can begin working
independently. It is critical that the materials do not distract the kids. When there are too
many materials available, pupils have difficulties determining what is necessary and may
become distracted by the items rather than the work.
4. Repression. The ability to self-monitor one's own conduct is referred to as inhibition.
Students will be less readily distracted and will be able to better govern their own behavior if
the design is straightforward and basic. Color can be a useful tool for organizing knowledge,
but when it is used to adorn rather than serve a purpose, it can confuse students. For
example, while listing steps, alternating two colors can help; nevertheless, rainbow
information can inhibit production.

3. Design should never be static. The labor and product of your pupils should assist you in
determining whether or not your classroom is effective. Teachers spend time preparing their
classrooms for the entrance of students, but the design that works in September is not
always the design that works in January or May. It is critical to constantly evaluate your
design decisions. The viewpoints of students can be a significant aspect of the design
evaluation. When students' ideas are included, the process becomes more open, and kids
can see that design has a purpose.