CHAPTER II.

THE CLASSROOM: THE ENVIRONMENT AS THE THIRD TEACHER

A. INTRODUCTION: MORE THAN JUST FOUR WALLS

The classroom is often perceived simply as the physical location where teaching
occurs. However, this view is profoundly limited. The classroom is a dynamic, living
environment that plays a critical role in the learning process. It is not merely a container for
students but an active participant in their education. Educational philosopher Loris Malaguzzi
famously referred to the environment as the "third teacher," following the teacher and the
students themselves. This perspective elevates the classroom from a passive background to a
crucial tool for management, engagement, and inspiration.
This chapter delves into the physical aspects of the classroom, exploring how its
design and organization can either facilitate or hinder the goals of education. We will move
beyond the basics of tables and chairs to understand the principles behind creating a space
that is not only orderly but also welcoming, stimulating, and conducive to a wide range of
learning activities. A thoughtfully arranged classroom can minimize disruptions, encourage
collaboration, foster independence, and communicate a powerful message to students: this is
a place where you are valued, and your learning is important.
Example: Imagine walking into two different classrooms. The first is cluttered, dimly
lit, with desks in disarray and no student work on the walls. The second is bright, organized,
with flexible seating options, and walls adorned with colorful student creations. The feeling
and the implicit message about learning in each room are drastically different, even before
the teacher says a word. This is the power of the classroom environment.

B. DEFINITION OF THE CLASSROOM: A MULTIFACETED SPACE

At its most basic, a classroom is a room in a school where a group of students is
taught. However, a more comprehensive definition recognizes it as a multifaceted
environment encompassing physical, social, and psychological dimensions.

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1) The Physical Dimension: This includes all tangible elements: the size and shape of the
room, the furniture (desks, chairs, shelves), the lighting, the air quality, the available
technology, and the learning materials. It is the literal "space" of learning.
2) The Social Dimension: The physical layout directly influences social interactions. It
determines how students communicate with the teacher and with each other. It can
encourage collaboration, individual work, or whole-group discussion.
3) The Psychological Dimension: A classroom's atmosphere affects how students feel. A
clean, organized, and personalized space can make students feel safe, respected, and
motivated. Conversely, a chaotic or impersonal environment can create feelings of anxiety
and disengagement.
Therefore, the classroom is not just a room; it is a complex ecosystem where all these
dimensions interact to shape the learning experience.

C. CLASSROOM FACILITIES AND INFRASTRUCTURE

To create an effective learning environment, it is essential to understand the tools and
support systems within it. These are often categorized as facilities and infrastructure.
1) Facilities
Facilities refer to all the equipment and materials used directly in the teaching and
learning process. These are the "tools" of education.
Examples of Facilities:
a. Whiteboards or smartboards
b. Markers, chalk, and erasers
c. Student desks and chairs
d. Teacher's desk
e. Computers, projectors, and speakers Picture.1
Examples of
f. Textbooks, workbooks, and library books Facilities
g. Science equipment (beakers, microscopes)
h. Art supplies (paper, paint, crayons)
i. Educational posters and charts
j. Manipulatives (like counting blocks or geometric shapes)

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2) Infrastructure
Infrastructure refers to the foundational installations that support the functioning of
the facilities. These are the "support systems" that make the use of tools possible.
Examples of Infrastructure:
1. The classroom building itself (walls, floor, ceiling)
2. Electrical wiring and power outlets
3. Lighting systems
4. Ventilation or air conditioning systems
5. Windows and doors
6. Storage units like cupboards and bookshelves
7. Internet and network connectivity Picture 2. Examples of infrastructures

3) The Synergy Between Facilities and Infrastructure

Effective learning happens when facilities and infrastructure work in harmony. You
can have the most advanced facility, like a new smartboard, but it is useless without the proper
infrastructure, such as reliable electricity and internet access.
Example: A teacher plans an interactive online research activity (facility: laptops).
However, the school's Wi-Fi (infrastructure) is weak and keeps disconnecting. In this case,
the failure of the infrastructure prevents the effective use of the facility, leading to student
frustration and a loss of valuable learning time. A well-managed classroom considers both
aspects.

D. PRINCIPLES OF CLASSROOM ARRANGEMENT

Arranging a classroom is not about finding one "perfect" layout. It is about applying
key principles to create a space that serves the specific needs of your students and your
teaching style (Winataputra, 2003).
1) The Principle of Visibility
Students and the teacher must be able to see each other clearly. The teacher needs an
unobstructed view of all students to monitor engagement and behavior. Students need a
clear line of sight to the primary instruction areas (e.g., the whiteboard, projector screen).

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 Example: Avoid placing a tall bookshelf in the middle of the room. While it provides
storage, it creates a blind spot where the teacher cannot see a group of students, and they
cannot see the board.
2) The Principle of Accessibility
High-traffic areas and essential materials should be easily accessible. There should be
clear, wide pathways to avoid congestion and disruption. Students should be able to get
to materials (like books or supplies) without disturbing others.
Example: The pencil sharpener and trash can are high-traffic items. Placing them near
the classroom door can cause a traffic jam. A better location would be an accessible
corner of the room away from the main thoroughfare.
3) The Principle of Flexibility
The classroom should be adaptable. A good layout allows for smooth transitions between
different types of activities, such as individual work, group collaboration, and whole-
class instruction. Furniture should be easy to move and rearrange.
Example: Using lightweight tables and chairs instead of heavy, traditional desks allows
a teacher to quickly shift from a lecture-style row formation to collaborative group pods
in a matter of minutes.
4) The Principle of Comfort and Safety
The environment must be physically and psychologically safe. This means ensuring the
room is clean, the temperature is comfortable, and there are no physical hazards (like
exposed wires or unstable furniture).
Example: Ensuring that all backpacks are stored on hooks or under desks, rather than in
the walkways, is a simple but crucial step to prevent trips and falls, thus upholding the
principle of safety.
5) The Principle of Beauty and Ownership
An aesthetically pleasing classroom can positively impact mood and motivation. This
doesn't require expensive decorations. It can be achieved with organized displays,
student artwork, and thoughtful use of color. Allowing students to have a say in the
classroom's appearance gives them a sense of ownership and pride.

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 Example: Instead of using only store-bought posters, dedicate a large bulletin board to a
"Student Work Showcase." Rotating the display regularly ensures that every student gets
a chance to see their work celebrated, fostering a sense of ownership.

Visibility

Beauty
and Accesibility
Ownership
Classroom

Comfort
Flexibility
and Safety

Picture.3 Principles of Classroom Arrangement

E. Classroom Arrangement: Designing for Learning

Based on the principles above, teachers can choose from several common layouts,
each with its own strengths and weaknesses.
1) Traditional Rows (Stadium Style)
Desks are arranged in straight rows facing the
front of the classroom.
• It maximizes focus on the teacher and the
board, good for direct instruction, lectures, and
individual, focused work, and easy for the
teacher to navigate.
• It limits student-to-student interaction and
collaboration. It can feel impersonal.
Picture 4. Traditional Rows (Stadium
Style)

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2) Horseshoe or U-Shape
Desks are arranged in a large U-shape with the open
end facing the front.
• It is excellent for promoting whole-class
discussions as all students can see each other
and the teacher, and creates a more communal
and interactive feeling.
• It can be less space-efficient, may not be ideal
for large classes.
Picture 5. Horseshoe or U-Shape

3) Group Pods or Clusters

Desks are grouped together in clusters of 3-6 to
form small tables.
• It is ideal for collaborative learning, group
projects, and peer-to-peer instruction. Fosters
social skills.
• It can lead to more off-task chatter. Some
students will have their backs to the teacher,
requiring more teacher movement.
Picture 6. Group Pods or Clusters

4) Learning Centers / Stations

The classroom is divided into different areas, each
dedicated to a specific activity or subject (e.g., a
reading corner, a science station, a computer lab).
Students rotate through the stations.
• It promotes student independence, differentiation,
and hands-on learning.
• It requires significant planning, organization, and
clear procedures to run smoothly.
Picture 7. Learning Centre / Stations

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F. THE ROLE OF WINDOWS AND DOORS
While often overlooked, windows and doors are key infrastructural elements that
influence the classroom environment.
1) Windows: The connection to the outside world
Windows provide natural light, which is proven to improve mood and alertness.
They also offer ventilation. However, they can also be a source of distraction.
The management strategy used can start from arranging seating so that students
are not directly facing a window that looks out onto a high-activity area like a playground,
and use blinds or curtains to control the amount of light and to minimize distractions when
necessary. Windows can also be used as learning spaces, for example, by placing a plant
on the sill to observe its growth.

2) Doors: The gateway to learning

The door is the first and last thing students experience in the classroom each day.
It is a high-traffic area that needs to be kept clear for safety and efficiency.
In management strategy, the doorway can be used as a key management tool.
Many effective teachers greet each student at the door with a handshake or a positive
comment to set a welcoming tone for the lesson. Having a clear procedure for entering
and exiting the classroom minimizes chaos during transitions.

G. INNOVATIONS IN CLASSROOM DESIGN

Modern pedagogy has inspired innovations that move beyond traditional classroom
setups.
1) Flexible Seating
This innovation involves offering students a choice of where and how they work.
Instead of one assigned desk, students can choose from a variety of options. For
examples; standing desks, wobble stools, beanbag chairs, floor cushions, low tables for
kneeling. It benefits is to acknowledge that students have different physical and sensory
needs. Some students focus better when they can subtly move, while others prefer a
quiet, structured space. This autonomy can increase comfort, focus, and engagement.

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2) Technology Integration
An innovative classroom is designed with technology in mind. This means more
than just having a computer. It means having accessible charging stations, a layout that
supports the use of a smartboard, and designated areas for digital collaboration.
3) The Themed Classroom
The classroom's decor is transformed to immerse students in a unit of study. For
a unit on ancient Egypt, the door might become a "tomb entrance," and hieroglyphics
might line the walls. This makes learning more memorable and exciting.
4) Bringing Nature In
Incorporating natural elements like plants, natural light, and natural materials can
have a calming effect and improve air quality. It connects students to the world outside
the classroom.

H. REQUIREMENTS FOR A COMFORTABLE CLASSROOM

For students to engage in higher-order thinking, their basic needs for comfort and
safety must be met. A comfortable classroom addresses physical, psychological, and
academic needs.
1) Physical Comfort
• Temperature: The room should not be too hot or too cold.
• Lighting: Adequate lighting, preferably natural, to prevent eye strain.
• Air Quality: Good ventilation to keep the air fresh.
• Ergonomics: Furniture that is the right size for the students to prevent physical
discomfort.
2) Psychological Comfort
This refers to creating a safe emotional space. Students should feel that they
belong, that their contributions are valued, and that it is safe to ask questions and make
mistakes without fear of ridicule. This is built through positive relationships and a
respectful classroom culture.

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3) Academic Comfort
This means the learning tasks are appropriately challenging. If the work is
consistently too easy, students become bored. If it is too difficult, they become anxious
and give up. Effective differentiation is key to ensuring academic comfort for all
learners.

I. THE PHYSICAL DEVELOPMENT OF THE CLASSROOM

Creating a great classroom environment is an ongoing, developmental process.
1) Planning and Vision
It begins with the teacher's vision. What kind of learning should happen here?
What atmosphere do I want to create? It is powerful to involve students in this process.
Asking them "How can we make our classroom a better place to learn?" can generate
excellent ideas and foster ownership.
2) Implementation and Sourcing
This is the action phase. It involves arranging furniture, creating displays, and
organizing materials. It doesn't have to be expensive. Many impactful changes can be
made with low-cost materials, creative use of existing furniture, and contributions from
the school community.
3) Evaluation and Evolution
A classroom environment should not be static. The teacher should constantly
observe and reflect: Is the current layout working? Are there bottlenecks or distractions?
Is the space meeting the needs of the current unit? The classroom should evolve
throughout the year to meet the changing needs of the students. For example: A teacher
notices that her group pods are too noisy during a unit that requires a lot of quiet reading.
For the duration of that unit, she flexibly rearranges the desks into a more traditional
layout to support focused, individual work, demonstrating a commitment to evolving the
space based on academic needs.

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J. CONCLUSION
The classroom is far more than a simple box for learning. It is a powerful instrument
in the teacher's toolkit—a dynamic environment that actively shapes behavior, attitudes, and
achievement. By thoughtfully applying principles of visibility, accessibility, and flexibility,
and by striving to create a space that is comfortable, innovative, and beautiful, educators can
transform their classrooms into the "third teacher." This physical development is not a one-
time task but a continuous process of planning, creating, and refining a space that truly
empowers every student to learn and thrive.

REFERENCES
Karwati, E. & Priansa, D.J. (2019). Manajemen Kelas (Classroom Management): Guru
Professional yang Inspiratif, Kreatif, Menyenangkan, dan Berprestasi. Bandung:
Alfabeta.

Setyawan, S. (2022). Classroom Management: Empat Prinsip Berlian. Sleman: PT. Kanisius.

Winataputra, U.S. (2005). Model – Model Pembelajaran Inovatif. Jakarta: Direktorat

Jenderal Dikti Depdiknas.

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