We’ve recently been engaging with several schools and nurseries about the astonishing benefits of changing the shape of classroom environments to enhance engagement with pupils and further improve school facilities. As a small and passionate team of eco-builders, we are absolutely convinced that there is no better shape to nurture, inspire, engage and support our youngsters than the round.
Of course, it goes without saying that there is nothing more organic and natural than a group of people settling down together in a circle. As hardened “Roundhouse Enthusiasts” we are always on the lookout for scientific research papers which validate our claims that the round is the most natural form of space for human emotional and physical wellbeing. It all starts in our mothers womb!
We have now discovered that some psychologists agree with us; and that a circular seating arrangement may encourage a greater sense of belonging within a group and improve the rates of interaction between people.
Where better to foster these principles than in the classroom?
Of course, the Roundhouse is the most ancient form of architecture known to man… and that blows our mind!
So, our research tells us that the effects on classroom seating arrangements can affect the question-asking behaviour of children. Judging by the dates and origins of these studies, this is clearly an international debate which has been a consideration for psychologists for several decades.
A German study carried out by the Department of Psychology Institute of Housing Research at Otto-von-GuerickeUniversity in 1998 (Marx, Furher and Hartig) stated that:
“Although educational systems are now under intense scrutiny, educators and educational critics tend to ignore two facts. First, classrooms are physical entities as well as organisational units. Second, the physical characteristics of a classroom setting can influence the behaviour of its users.
Awareness of these facts is needed, as efforts to create high quality educational experiences for our children must include consideration of the physical milieu.”
In summary, the study revealed a positive effect of a semicircle seating arrangement on children’s question-asking, and demonstrated an action-zone effect on question asking in the traditional row-and column arrangement. Seating in other than the row-and-column arrangement deserves further consideration as a means to promote children’s question-asking in primary schools.”
According to “Desk Arrangement Effects on Pupil Classroom Behaviour – Peter Rosenfield (Department of Education University of California, Berkeley 1985):
Desks arranged in circles during classroom discussion can facilitate interaction as well as control for off-task behavior of pupils. The results suggest that desk arrangement influences participation, thinking, and appropriate comments, which in turn can have a positive effect on learning.
Teachers who wish to facilitate pupil interaction during discussion sessions would be wise to consider arranging desks in circles. In this study, circles facilitated on-task response as well as on-task out-of-order comment, suggesting that more active participation of students for developmental learning is affected positively by circles rather than row seating.
And one of the most interesting was a Japanese study, Circular seating arrangements: Approaching the social crux in language classrooms (Joseph Falout Nihon University, Japan) claimed that “Abstract Circular seating arrangements can help instil a sense of belonging within classroom communities with overall positive effects on learning, emotions, and well-being.”
Joseph Falout states within his report “I began to understand how circular seating in any classroom context might not only be relevant for learning but crucial for well-being.”
“The circle itself has become a worldwide symbol of unity and strength and simply sitting in a circle promotes the same effect” (Pease & Pease, 2006, p. 339). Social interaction is encouraged by sociopetal spaces, such as a small circle of chairs around a coffee table. Sociopetal spaces can bring people together, excite their senses, endear each one to the others, create an atmosphere of mutual care, and stimulate the entire circle into a social action zone.”
………………………….Well, that’s enough evidence for us!
We’re thrilled and delighted to be building classrooms and modular buildings for UK schools and nurseries.
To be working with cutting edge building techniques on gorgeous buildings whilst actively improving the learning experience for children (and teachers!) around the country is a wonderful feeling; so we will be updating you with the feedback from our unique and uplifting learning environments as the positive feedback continues to roll in from our happy clients!
Until then, happy “Back to School” everyone – and enjoy the Autumn!
From all of us at Rotunda x
Copyright © Rotunda Eco Build Ltd.