Enhanced Learning Environments: A Personal Journey
by guest contributor, Rachel Holden
Imagine walking into a classroom where every detail—from the desk layout to the wall decorations—is thoughtfully arranged to boost focus and learning. Students face forward, free from visual distractions, allowing them to concentrate fully on the teacher and the lesson.
For a while, this was just a vision for me. I'd read the research, listened to educational podcasts, and admired the impressive classroom setups shared online. I knew it made sense, but it still felt like a daunting task. What held me back? Doubts, mostly. I questioned whether my existing desks would fit this new arrangement, and getting new furniture wasn't an option. Could I even ask to move the TV to a different spot? How would parents react to a more formal setup?
Before: students faced each other, having to turn in their chairs to face the instruction.
The turning point came at the recent Science of Learning in Action conference in Auckland. After hearing yet another inspiring talk by Dr. Nathaniel Swain, I decided it was time to stop making excuses and give it a try. Having grouped desks and students for years, I reached out to Dr. Swain for advice on how this change would work for my students. He promptly shared his insightful blog post, “Pairing Your Students to Start the Year,” which provided a great starting point.
As Dr. Swain points out, thoughtfully pairing students is essential for effective classroom learning. Recognising that my teaching approach heavily depends on collaboration (a key component of my instructional strategy is "turn and talk") I prioritised creating purposeful pairings to enhance student engagement and understanding.
I recognised the new classroom seating arrangement made it much easier for students to engage with their partners and for me to monitor discussions and check for understanding. This setup has proven effective in promoting a more inclusive and interactive learning environment.
What about group work? By positioning students in pairs within rows, the front two students can simply rotate their chairs to face the pair behind them, forming a group of four. This setup makes it easy for students to work together in groups without needing to move around and minimises the disruption movement brings.
Improved Teacher-Student Engagement
The impact of this classroom redesign was immediate. Students expressed appreciation for their new learning environment, noting increased engagement. With all students now able to see and hear without distractions, their focus has sharpened. Behaviour issues associated with facing peers—such as inadvertent kicks under the table, unnecessary chat or desk bumping — have diminished. The students' attention is now directed solely toward the screen, whiteboard, or the teacher. For the first time, I have an unobstructed view of each student, enhancing my ability to connect and engage with them all. It has become easier for me to check my students' understanding and give instant feedback. I can quickly see who needs extra help and address misunderstandings right away, which makes my teaching more effective.
After: All students facing instruction, distractions are minimised for effective learning.
Reducing Visual Overstimulation
In my classroom, I observed that an abundance of visual materials—such as numerous posters, student work, their art and decorations—could be overwhelming for some students, particularly those with sensory sensitivities or attention difficulties. Research indicates that cluttered visual environments can hinder students' ability to concentrate and learn effectively. To address this, I made a conscious effort to minimise wall decorations, creating a calmer and more focused learning environment. This doesn’t mean that the students’ work isn’t displayed and celebrated—I simply relocated it to the back of the classroom where it takes pride of place and is indeed a celebration of and tribute to student work.
Student work and art is celebrated and takes pride of place behind the learners.
As cognitive psychologist John Sweller would say “in order to increase learning, reduce extraneous load and optimise intrinsic load”.
This experience has shown me that rethinking our classroom spaces with simplicity and purpose can significantly enhance student engagement, reduce overstimulation, and support diverse learning needs. By making intentional changes, we can create environments that truly support academic success.
Our guest contributor this week is Rachel Holden. Thank you Rachel for taking the time to share your journey. Your story offers practical insight and encouragement for educators rethinking their learning environments.
Rachel Holden is a Year 3 and 4 teacher at Parkland School in Palmerston North, New Zealand. Parkland School is a co-educational primary school catering to students from Years 1 to 6. The school has a roll of 300 students.
Rachel has a B.A. in English and European Languages and a Post-Grad Diploma in Teaching from Massey University. She is the Structured Literacy lead teacher at Parkland School, helping create structured literacy programmes aligned with the Science of Reading to support teachers and students across Years 1 to 6.
Email: r.holden@parkland.school.nz