Classroom DIY

Maija Leimanis-Wyatt taught in a large, ethnically diverse north London primary school for six years and was appointed to the senior management team in her final two years. She is now living in New York City where she has taught at an international school.

The proposal was sent to four reviewers. They were generally very positive. They did ask for two main things, which will be discussed and agreed with the author: Clearer coverage of the different classroom requirements of Reception, key stage 1 and key stage 2 (and of the different year groups, for example, the different ways numeracy is handled in year 1 compared to year 6) Clearer idea of the link between environments and learning styles (ie, how a particular environment can suit a particular learning style). 1. Ciaran Clarkin, Ofsted inspector and former headteacherThis book proposal tackles a useful dimension of school organisation and reinforces the belief that effective classroom display is an important means of engaging children and building ownership in the classroom. To some extent, it may be true that teachers are not formally taught the essential design skills to create attractive and informative displays. However, it would be more positive to constructively build upon what teachers already know rather than conjuring up a negative world of disarray that is not necessarily the case in most schools. (I don’t recall OFSTED classroom display being an issue in school inspection reports).Although I would prefer a different title such as The effective guide to classroom display, I believe there is a potential market for this handbook. This not only includes PGCE students and NQTs, but also Subject Co-ordinators and Display Managers in primary as well as secondary schools where there is an increasing emphasis on effective display. It might also be useful for those involved in Building Schools for the Future.In response to the question Are there other books in the market on the same topic?, I agree with the author that the issue of classroom display tends to be dealt with in a single chapter of school management books. There is therefore scope for a new publication which focuses in more detail on this topic.#3. Marcelo Staricoff, primary teacher and deputy headteacherI think that the rationale for this book is very clear and focused and what strikes me immediately on reading it, is how true all the things that are stated are. The classroom learning environment is becoming increasingly prominent in primary classrooms and the demands are now much wider than just pretty displays. There is a huge emphasis on interactive displays, on the visual curriculum, on shared curricular targets and wonder/debating walls and using the seating arrangement as a means of encouraging all to participate in whole class discussions and discuss amongst buddies and work as collaborative group learners. The book seems to have all this in mind and as such it is a very ‘modern’ and refreshing approach to an increasingly important area of education. I think the market would be very side for this book- just from the rationale I would love to have a copy, my only reservation at this stage is that not having seen a chapter in detail, I am not sure if the contents of the book are going to match the exciting promises of the introduction and rationale. 2. Ann Archer, primary teacher (formerly teaching in London, now teaching in New York)The rationale appears to be both very clear and sound. The environment in which the children are learning must be aesthetically pleasing and non-threatening in order for them to feel comfortable and to take risks in their learning. Moreover, the way the classroom is setout very much helps with classroom management in addition to satisfying both senior management and school inspectors, such as OFSTED. Setting up a classroom can be a daunting prospect for the teacher and guidance is rarely given. I think there is a clear market for this book, possibly for newly qualified teachers or teachers who have had time away from the classroom and are recommencing teaching. I especially liked #3 in the rationale; ‘voice’- a colleague ‘in-the-know’. This feature made the book stand out from those I have read before; it seemed like a friend was guiding me, rather than the book telling me, ‘this is what you must do in order to be a successful classroom teacher.’ A book like this would have been very helpful to me in my first years of teaching.4. Katy Adje, Early Years teacherI do think the rationale for this book is sound - it certainly addresses an area that can seem very daunting to new teachers and may also contain tips and ideas that would be useful to more experienced teachers too. I think there would be a market for this kind of book - especially if it is carefully pitched so that it doesn't appear too glib and 'Bright Ideas' -y, enabling it to be taken sufficiently seriously to be recommended to new teachers by teacher trainers, for example.

• Part 1: Getting Started Introduction: A rude awakening 1. The big picture 2. Creating a vision Part 2: Setting Up Introduction: The nitty-gritty – setting up learning areas 3. Putting together the literacy learning area 4. Constructing the maths learning area 5. Building the science learning area 6. Piecing together learning areas for history, geography and R.E. Part 3: Finishing the Job 7. Fostering multiple intelligences 8. Making it all work – the link between a creative classroom and effective learning 9. The Wow factor