Centre for the Advancement of Teaching and Learning - Having power over the physical environment

The metaphor of teacher as ‘sage on the stage’ vs ‘guide on the side’ serves not only to compare teacher-centred and student-centred approaches to teaching and learning but reflects the use of power and authority within the classroom and how that authority is shown through the control of the physical environment. It is the teacher’s choice after all, not the student’s, whether to be on the stage or on the side.

Control of the physical environment is one of the tools available to enhance learning. White (1972) identified the significant impact of the physical environment on learning:

...general estimates indicate that while about seventy-five percent of learning is accounted for by motivation, meaningfulness, and memory, the remaining twenty five percent... is dependent upon the effects of the physical environment. In general, therefore, the success of adult education is dependent to a considerable extent upon the facilities and environment provided for the learner (p. 1).

Hiemstra and Sisco (1990) stress the importance of monitoring the physical environment, including lighting and temperature levels, to heighten learner involvement and response. Their checklist of items for analysing the appropriateness of a learning setting for adult learners includes:

Sensory Concerns

Adequate lighting
Absence of glare
Lighting adequate for audiovisual devices
Attractive/appropriate colors and decorations
Adequate acoustics
Adequate sound amplification
Any noise to be reduced or eliminated
Temperature adequate for the season of the year
Adequate ventilation or air conditioning

Seating Concerns

Adjustable seats or alternative choices
Adequate cushioning if used for long periods
Can person's legs be crossed comfortably
Straight back and flat pan for people with back problems
Adequate sturdiness/sides
Easily moved around
Seat height from floor adequate
Left-handed learner provided for

Furnishing Concerns

Adequate table or writing space
Can furnishing be rearranged for small-group work or sociopetal needs (so that all learners can see each other)
Table space available for refreshments/resources
If sitting at tables, can the learners cross their legs
If learners sit at tables, can the tables be arranged in a square, circle or U-shape
Absence of ragged or sharp edges on all furnishings
Adequate sturdiness for all furnishings
Can learners see each other adequately when seated.

General Concerns

Adequate access/egress to and from site for learners
Adequate signage to direct learners to appropriate sites
Lavatory/cafeteria/refreshment machines nearby
Adequate parking nearby
Adequate lighting in parking area and building hallways
Space of appropriate shape and adequate size in learning site
Breakout rooms/areas available if needed
Does the learning site have flexibility and provide for learner movement if needed

(Heimstra & Sisco, 1990, p. 85)

Where the comfort level of the physical environment is low enough to impede learning, the teacher has the responsibility to find an adequate environment regardless of whether on the stage or on the side.

Heimstra, R., & Sisco, B. (1990). Individualizing instruction: Making learning personal, empowering and successful. San Francisco: Jossey-Bass.
White, S. (1972). Physical criteria for adult learning environments. Washington, D.C.: Commission on Planning Adult Learning Systems, Facilities, and Environments, Adult Education Association of the U.SA, (ED 080882).