How should a classroom be designed so that pupils and teachers feel comfortable in it? In his new book, the Oldenburg educational scientist Klaus Zierer addresses a fundamental - and previously largely ignored - question.
QUESTION: Mr Zierer, can you still remember the classrooms of your school days?
ZIERER: The first thing that comes to mind is that the classrooms were dominated by a seating arrangement with rigid rows. Group tables and the associated group work didn't really exist. The classrooms also seemed sterile. We pupils were hardly able to participate in the room design.
QUESTION: Now you might think: That was a long time ago, so a lot has changed in the design of classrooms.
ZIERER: That's only partly true: I've seen many classrooms, especially in primary schools, that were much friendlier than in my day. But unfortunately, there has been no fundamental change in the situation. In many cases, classrooms still look the same as they did when I was at school. And if they are ever designed in a friendlier way, then the handwriting of the teachers dominates - and not that of the children. What you often see are modern media such as computers and whiteboards. But that alone is not enough, of course.
QUESTION: The question of how a classroom needs to be designed so that it at least does not prevent good teaching has been ignored so far - the introduction to your book even talks about an "educational resistance to questions of architecture". How can it be that such a fundamental issue has been ignored for so long?
ZIERER: I see two main reasons: Firstly, the issue of space is heavily occupied by architects and engineers. Educational science has traditionally focussed more on concrete actions and interactions in the teaching-learning process. The external framework conditions, such as the spatial structure, often fall by the wayside. Incidentally, this also applies to questions of teaching time: the 45-minute rhythm is probably the best example in this context. If questions of space and time are to be answered seriously, interdisciplinary work is required. In this respect, educationalists, psychologists, philosophers, architects and many others need to join forces and look beyond the boundaries of their own subject. Secondly, classrooms are not renovated continuously, but usually only when a school is due to be built or renovated. And that's when architects come into play! The classrooms created in this way then have to fulfil their function for 20 or 30 years. The design options that each teacher has with their class are then often seen as a pastime and private pleasure - as a gimmick that doesn't need to be taken seriously. Incidentally, this also applies to university seminar rooms: rooms that have been set up once and are now used year after year without anything changing. And it is often even forbidden to adapt the room to the learning group.
QUESTION: Rooms are experienced differently, and the experience of a room also depends on age. What are the specific factors that create an appreciative atmosphere in room design - and fulfil the different needs?
ZIERER: What is interesting about the findings of the authors of the volume is that, from whatever perspective I look at school rooms - whether from the point of view of philosophy, sociology, psychology or other fields - I come to the same conclusions. The most important thing in interior design is that pupils feel comfortable and at ease. This addresses something subjective, a feeling. From an educational point of view, the question then arises: how can these feelings be awakened in the pupils? And one key here is undoubtedly the opportunity to help design the rooms. We also know this from many neighbouring disciplines: Light, acoustics, room colours, room climate and furniture are also important factors for a good classroom. There is still a lot of room for improvement here, both in theory and in practice.
QUESTION: Are there already exemplary approaches to modern interior design in schools in Germany?
ZIERER: Yes, there are. We have included a number of examples in the book, which are described in more detail by architects and teachers. However, it should also be noted here that these are often new buildings or renovation work. In these cases too, it therefore remains to be seen whether the classrooms will adapt to their learning groups over time. Ultimately, that is the decisive factor.
QUESTION: Is there a chance that these examples will set a precedent?
ZIERER: I hope so! One problem is certainly once again that some changes cost money - especially the technical factors such as acoustics, lighting, ventilation, etc. Nevertheless, changes are possible. And one approach is to raise awareness of space issues in the minds of all those involved. If, for example, the school administration has realised the need for investment in room structures, then a lot can be achieved. In the same way, the individual teacher has the opportunity to change the classrooms and allow the pupils to help shape them. An example of this: Instead of hanging the ecologically nonsensical laminated word cards on the teacher's wall year after year, put up new ones designed by pupils each year.
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Joachim Kahlert, Kai Nitsche, Klaus Zierer (Eds.):
Räume zum Lernen und Lehren.
Perspektiven einer zeitgemäßen Schulraumgestaltung.
Verlag Julius Klinkhardt, 296 pages
ISBN 978-3-7815-1927-5