Six Simple Principles for a Classroom That Supports Learning

There’s something magical about an empty classroom in January.
Clean desks.
Bare walls.
​A sense of possibility.

But as teachers, we also know that how we set up that space matters. It matters a lot. Our classroom isn’t just a backdrop for learning; it actively shapes how students think, behave, and feel.
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Over the years, I’ve learned that the best classroom setups don’t come from Instagram-worthy perfection. They come from understanding how children learn, how attention works, and how the environment influences behaviour. The six principles below have become my go-to framework for creating a room that supports both learning and belonging:

Flow - Low - Grow - Rows - Show - Glow

Let’s unpack what that could look like in your classroom.
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1. Let It FLOW
​One of my worst layout mistakes ever was putting the classroom bin directly behind my chair. Every two minutes a student was up, scraping chairs, opening lids, wandering past me. It was distraction galore. I also had the sunscreen tucked away in a cupboard, which meant constant interruptions as kids had to ask, get up, and hunt it down (or we'd completely forget about it).
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What I learned from that is that movement is not the problem. Poorly designed movement is.

When traffic patterns are unclear, students waste cognitive energy navigating the room. That energy is then not available for learning. Clear pathways and visible resources make behaviour easier because students do not have to think about where to go or what to do.

Now I try to:

• Keep walkways wide and uncluttered
• Avoid bottlenecks near high use areas like tubs, bins, and pencil sharpeners
• Make sure I can reach every student easily
• Put high-traffic items like bins and sunscreen where they are visible and accessible but not disruptive

In real classrooms (especially in public schools), we do not always get to choose our furniture or room size. But even small shifts in layout can dramatically reduce unnecessary movement and off-task behaviour.

​2. Keep Visuals LOW
​Early in my career, I thought a good classroom meant every wall covered, especially the front of the room. I had colourful posters, commercial displays, and charts everywhere. Some of them I put up, never explained, and never referred to again. I was accidentally creating a wall of visual noise right where students needed to focus the most.

Research on cognitive load tells us that working memory is limited. When walls are overloaded, they compete with the teacher for students’ attention. This is especially tough for young learners and students with attention or sensory difficulties.

Now I try to:

• Keep the front of the room calm and uncluttered
• Leave space for anchor charts that we build together
• Display only what we are actively using

This does not mean bare walls. It means purposeful walls. When something goes up, it has a job to do. The result is a classroom that feels calmer, more focused, and easier to learn in.
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3. Watch It GROW
​For years I resisted having a plant. I told myself it was one more thing to maintain and one more thing to go wrong. I simply did not think it mattered.
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Then I finally tried it, and I would not go back. Plants soften the room. They make it feel cared for. They bring a sense of calm and life into a space that can otherwise feel very institutional. The kids love them and they love being responsible for them.

Now I try to:

• Add at least one living plant or natural element
• Let students help care for it

You do not need anything fancy. Even a hardy cutting in a recycled jar can make a difference.
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4. Sit in ROWs
This one is personal. I used to let kids choose their own seat every day. I thought I was giving them autonomy and making them happy. Then my own child came home stressed, to the point of struggling to sleep, because she was worried about upsetting friends with where she sat. Who needs that kind of social pressure at the start of a school year?

That was my wake up call.

I also noticed that when students sat facing each other, their attention drifted far more easily. Rows are not about control. They are about reducing distraction so students can focus on learning. Research shows that fewer visual distractions support better attention and working memory, especially during explicit teaching.

Now I try to:

• Use rows for explicit teaching
• Seat students intentionally
• Take social pressure out of where they sit

We still collaborate, move, and work together. But when it is time to learn something new, rows help everyone give their best cognitive effort.

5. Enjoy the SHOW
One of the most important things I do before the year starts is simple:
I sit in every seat.

Can I see the board?
Is there glare from the windows?
Can I hear clearly?

I once wondered why a child was often slow to respond or copied their peers. I assumed it was attention or confidence. Then I sat in their seat and realised they could not see the board at all because of glare. They were not disengaged: they were working blind!

Now I try to:

• Sit in every seat before students arrive
• Check for glare, blocked views, and sound issues
• Adjust blinds, furniture, or screens before learning starts

So many learning problems disappear when the environment stops creating them.
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6. Help Them GLOW
Every student deserves to feel that they belong in the room. I always create a space where each child can display work they are proud of; not just the “best” work, but their work.

This builds:

• Ownership
• Motivation
• Classroom pride

When kids walk into a room that reflects them, they show up differently.

I used to have a beautiful grow wall and then forget to update it. It slowly became a snapshot of who had been successful weeks ago, not how they were growing now. Some students stayed invisible, even though they were working incredibly hard.

Then I started timetabling a fortnightly reflection session in which students chose a piece they were proud of. I photocopied it and popped it into their frame. That simple system kept the wall current and made sure every child was seen.

Now I try to:

• Keep displays current
• Let students choose what represents them
• Make growth visible for every child

When students see themselves on the wall, they start to see themselves as learners.
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​Working with real world constraints

We do not teach in ideal conditions. Too often, we find ourselves teaching in small rooms, with 28+ kids, fixed desks, limited budgets, and/or ageing technology.

That is why principles matter more than perfection.

You might not be able to buy new furniture, but you can improve flow.
You might not have fancy displays, but you can reduce visual noise.
You might not have space, but you can still create belonging.

Every small change makes learning easier.
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A well-designed classroom does not just look good. It thinks for you. It reduces distraction, supports behaviour, and helps students focus on what matters most. Learning and belonging.
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And that is the best gift we can give them on day one.
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Classroom Setup Checklist
Use this when you walk into your room.
FLOW
☐ Are walkways clear?
☐ Will there be bottlenecks near doors, tubs, or bins?
☐ Are high-use items (pencils, workbooks, sunscreen) easily accessible?
VISUALS
☐ Is the front wall calm?
☐ Are displays purposeful?
☐ Is there dedicated space left for student work and anchor charts?
GROW
☐ Do you have at least one living plant?
☐ How will you care for it? Will students help care for it?
ROWS
☐ Are the desks facing forwards for explicit teaching?
☐ Does the seating reduce distraction and social stress?
☐ Does each child have their own designated seat?
SHOW
☐ Have you sat in every seat?
☐ Can all students see and hear clearly?
☐ Is there any glare or blocked views?
GLOW
☐ Does every student have a display space?
☐ How will displays be regularly updated?
☐ Have you planned a first-day task for immediate display?

Empty chair in school classroom by Thamrongpat Theerathammakorn from Noun Project