Horseshoes are for Horses and Tailgates, Not Kindergarten
Who remembers THIS from primary or elementary school?…
I remember these “horseshoe” and “kidney” tables, and I graduated high school in the late 90’s.
Well guess what? Schools are STILL using them.
In my daily work with Kindergarten classrooms, I see them…more often than I really would care to. And there’s not much info available about them either, things like when they were manufactured, how they were made or even how they’ve remained in some of our mainstream classrooms (believe me, I looked).
In any case, I DO empathize with teachers who have limited classroom furniture and supplies, because often just having ANY table is better than none at all. But here I’ll outline some points regarding their use/misuse specifically in kindergarten classrooms, along with the reasons we need to:
- Shift traditional uses for these tables in learning environments
- Offer alternatives and ideas that educators might find more helpful when they‘re designing learning environments
Take a moment and conjure up an image in your mind of the spot in your home where you feel the most comfortable. Maybe it’s totally soothing and relaxing, or maybe it’s a spot where you can enjoy your favorite hobby, or zone into your work to get things done. Maybe it involves total silence, or maybe it involves some white noise or even background music (no judging from me! I load up my favorite Instrumental Chillhop channel on YouTube…for me there’s nothing like smooth hip-hop/jazz fusion to help me buckle down).
Now think back to a different time that you were in a certain room, learning how to do something new. What did THAT space or environment look like? Are those two areas similar, or different? When children walk into your classroom, what energy and impression do you think your learning environment projects?
In a typical, traditional, kindergarten classroom containing a horseshoe/kidney table, this setup tells the student that the teacher will be:
- THE main talker
- THE main point-person
- THE one to approve ideas
- THE authority when they are sitting in that area
- THE one leading the conversation
…and the sense of community or collaboration may not be as welcomed.
Am I exaggerating? Perhaps. But after helping my colleagues to redesign approximately 30 kindergarten classrooms in the last two years across the state of Arizona, I can confirm that this is the perception we are giving our children by using these tables, whether you’re aware of it or not. We know that teachers want to (or need to) give small-group direct instruction, and this has been the best method in carrying that out.
Or so we thought. Unfortunately, this method comes off as a socratic style and, frankly, is outdated.
With design-learning environments and neuroeducation studies on how young brains learn, we now have solid evidence to argue for an improved learning environment. Let me preface this by saying that most educators are simply following what their school administrators want regarding the way that learning is implemented. Teachers are following their school mandates and guidelines for small group instruction. We get it. So, keeping these restraints in mind, and definitely not wanting anyone to get into trouble or be fired, I would advise educators in those situations to take the research and evidence and do the best you can within the constraints of your school rules.
We recognize we have better methods for a more effective learning outcome now. In the science of learning, we have these amazing design learning environments. We have current, evidence-based neuroeducation research that tells us children learn more effectively through environments that promote, safety, collaboration, community, are reflective of their needs and are engaging and meaningful to them. Learning in these environments can help ultimately prepare them for jobs that we may not know even exist yet. It’s 21st century learning.
I should point out for my preschool educators that these varied methods and classroom approaches in which tables are used have been done already in most high quality preschool programs (I’ve seen them up close). We’ve known the way children learn best is through meaningful experiences, the upper grades are creating them also, but it’s essentially the same concept that we’re thankful has been catching on more and more.
We want to place high value on establishing relationships among students, and on building a sense of community as well as creating an open learning environment. Students spend most of their day in classrooms that almost never feel warm, nurturing or “like home”, when it's been proven that this isn’t an environment conducive to learning. This is something educators should take into consideration when setting up their classrooms.
Some examples to consider:
Here’s another idea for an alternative to using a horseshoe or kidney table:
Again, if you have to use the horseshoe or kidney table for your small group instruction and you’re not allowed to sit on the floor or other area, I understand! Do the best you can with what you have.
Looking for further research-based evidence of why we need to rethink the way we are using classroom furniture (like the horseshoe tables or other outdated learning setups, yes, even for kindergarten!)? Check out these resources:
Education Week: Creative Learning Envinronments http://blogs.edweek.org/edweek/finding_common_ground/2011/11/creative_learning_environment.html
Harvard Educase- Reimagining Learning Spaces: Design, Technology and Assessment https://library.educause.edu/resources/2014/11/reimagining-learning-spaces-design-technology-and-assessment
Spring Garden Waldorf School Blog: The Science Behind Waldorf Kindergarten Design http://blog.sgws.org/the-science-behind-waldorf-kindergarten-classroom-design/
The Kindergarten Experience-Arizona: www.thekindergartenexperience.com
Teach Thought: How Teaching is Changing http://www.teachthought.com/terry-heick/how-teaching-is-changing/
The National Academies of Science, Engineering and Medicine: How People Learn: Brain, Mind, Experiences and School (Second Edition 2000) https://www.nap.edu/read/9853/chapter/10#136
Wired: American Schools are Training Kids for A World that Doesn’t Exist https://www.wired.com/2014/10/on-learning-by-doing/