Yearly archives: 2006


India, originally uploaded by LindaH.

This display is a work in progress. I’ll post updates as it builds up.
We painted the map on white paper then cut it out & put it up on the back wall. First lesson next term we’ll get the children to use atlases to help me put the labels on it. I’ve already printed & laminated them all.
Painting the map caused lots of excitement about the topic and some of our visual & kinesthetic learners enjoyed helping. It was interesting to see them workout how visual information could be transferred from the atlas to the larger scale painting.
“You need to move that border a bit this way miss”
“It curves more like that ”
Putting on the mountains led to a long discussion about whether they really were marked in exactly the right spots on the atlas or if it was
“..just to show you there are mountains in this general bit.”
I promised that next term we’ll go on GoogleEarth and have a look at the satelite images to do a comparision.
All this good learning went on not in formal lesson time but on the second last morning of term. The children were intrigued by what I was doing and just got themselves involved. (Interestingly enough they were exactly the children I would have predicted would enjoy this sort of approach from their learning skills survey.) I wish more of school could be like this!

I hope we’ll also be able to access the Chembakolli children’s blog.

Sometimes we need a quiet space…. 1

My Classroom

Advice on how displays are best used in the classroom is fairly hard to find.

Here Dr MacIntyre, a behaviour management specialist provides a checklist that might be helpful.


  • Students academic work is displayed
  • Displays are at the students eye level
  • Displays have educational or motivational value (not solely posted for entertainment value)
  • Instructional boards/screens are located within each student’s visual range.
  • The schedules for daily, semi-weekly, and weekly activities are posted
  • The schedules are written so that students can comprehend it (or it has pictures/photos attached for non-readers)
  • The schedules are current
  • Some walls are left undecorated in order to provide a visual “rest” when students look up from their work to reflect and think
  • Chipping paint, broken window frames/locks, malfunctioning electrical outlets, etc. have been reported (And you periodically bring the custodian favorite snack/pastry in order to enhance the chances of the repairs being made)

It’s not exactly ground breaking, most of it is common practice in schools. The one that I found most interesting was that some walls should be left undecorated. This is really important, especially when we have children with ADHD or on the Autistic Spectrum in class. There’s often a close link between over-stimulation and behaviour. So whilst we might want to create “Rooms of Wonder” maybe sometimes we need to just stop and consider the pupil for whom all this visual input is too overpowering.

This one meets some of the check list and I love the noise reduction gizmos on the chairs! 🙂

Edublog Awards Finalist 4

This blog is a finalist in the Edublogs Awards 2006 in the Best Audio and/or Visual blog category. Voting closes midnight GMT Saturday 16 December 2006.

I feel a bit like a child whose work has been chosen to go up in the head’s office. I’m really pleased, slightly embarrased and I wonder what some of the vistors will make of it!


The children in Year 4 choose their own work to go on this board. All they have to do is ask for work they are proud of to be added. Lovely idea 🙂

Why do we make displays? 3


This one shows off children’s work quite beautifully. It is decorative and it does cheer up a drab corridor. I’m not sure what anyone is learning from it directly but I’m pretty sure the children who contributed to it feel a sense of pride and ownership that their work has gone into one of the communal areas of the school.

It’s partnered by this display as well and they are so vibrant that they really do cheer the place up on a grim, wet, northern day!