Overturning the Rules
and Creating Amiable Classrooms

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(cont.) - Page 6

Changes in the physical environments

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  Reducing the rules in a setting, and experiencing positive change as a result, also led to explorations of the organization of the physical environment. Laurie described how the aforementioned block area in her center was reorganized and enlarged (from 4 by 6 feet to 10 by 20 feet) with much better results for the children. Teachers also found ways to permit block structures to remain standing rather than insisting on tidying up each day, so children could return later and continue building. This meant redesigning the layout for cots at naptime, but teachers did this now that their priority was children’s activity rather than adult convenience. The impact of the change astonished the teachers. Laurie noted,
The mania in the block area just started to die down. Children began to interact in a much nicer way. There was less fighting because there was more room. Children were not bumping into each other.

  There were more materials available. There were fewer rules about what you could and couldn’t do, and therefore the teachers, instead of having to stand over the children and police them, could go in and participate. They could build with the children. They could draw, take photographs, go get other materials. There was a lot more spontaneous interaction.

  Surprisingly, it was also much quieter. In addition, teachers in this center found the incidence of accidents and aggression decreasing. A government requirement calls for all centers to complete accident reports for any injuries. One year, among 12 children there were 42 injury incidents—33 accidental and 9 due to aggression (hitting, spitting, biting, tripping, and so forth). The next year, after the center had reduced its rules, incidents were reduced considerably among the same 12 children, with aggressive acts down by 50%. Total incidents were 25, of which 21 were due to accidents, four to aggression. While many factors affect accident rates, the teachers’ perception was that the reduction resulted from the changes in pedagogy. This was both remarkable to them and corroborated their sense that the changes they made resulted in much more positive environments for children. The entire emotional tone of their center is more positive.

  Many things were happening simultaneously. The examination of rules, teachers’ surprise at their numbers, and the subsequent reduction created new degrees of freedom for both children and teachers to act spontaneously. This process stood out as momentous in its impact on changing practice. Other changes included a softening of the environment, such as creating conversation areas, adding Monet prints and flowers to bathrooms, and inviting parents to contribute family photos. Brenda said, “I love the fact that each of the three centers is different.”

 

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