Tiny classrooms ‘cramping’ pupils’ ability to learn
While the findings of the Economic and Social Research Institute (ESRI) will not be news to those in hundreds of primary classrooms that were built as long as a century ago, they have also examined the positive aspects of newer school designs.
For example, staff and pupils in a school built in the last decade were more satisfied than those in older schools about such things as the use of natural light and ventilation, flexibility in temperature control and lack of noise travelling between rooms. In older schools, however, it was found that noise between rooms could disrupt pupils’ concentration.
“Variations in physical size combined with variations in the numbers of pupils per class have obvious implications for the amount of space for each child,” wrote ESRI researchers Merike Darmody, Emer Smyth and Cliona Doherty. “In the older schools, restricted space was seen as constraining the range of teaching methodologies, particularly group work, while in the newer school, staff and pupils were more satisfied with the space available for teaching and for storage.”
Those who took part in the study suggested the ideal classroom layout would involve seating in small groups, with flexibility to move furniture if required, with activity areas in different parts of the room for different learning activities.
“Again, constrained space in the older schools meant that many pupils were seated in rows facing the teacher, thus hindering the possibility of group work,” the report said.
The report also points to the unsuitability highlighted by staff in older schools of having to use rooms or spaces other than classes for resource teaching or other one-to-one or small group learning. Staff criticised the failure of such places to provide a stimulating environment for pupils who need it most and even in the newer model of school, such spaces were considered too small for active learning methods.
However, most criticism among participants in the research was around the question of outdoor spaces.
They highlighted inadequate space, lack of variation in surfaces, the absence of play equipment and the lack of shelter during inclement weather, which meant outdoor space is only very rarely used for teaching and learning.
“The findings clearly suggest the potential for increasing the use of outdoor spaces in day-to-day teaching, for using play as a tool for learning, and for engaging pupils in the learning process through the use of school gardens and other habitats,” the report said.
The Irish National Teachers’ Organisation welcomed commentary in the report in relation to class size and the need to integrate technology into classroom life.
