Fancy Font Over Function; Preparing Your Classroom for All Students!
Whilst engaged in a recent discussion with a dear educational colleague and friend, we unraveled the first days of school. Social media often tends to focus on surface level things that are able to be captured in a photograph or video. Being a photographer and artist, I very much appreciate these things. However, also being a professional educator, I also give caution to other educators concerning the intentionality of deep and thoughtful preparation for meaningful instruction for all students. As Beth Poss, assistant principal and private educational consultant, and I discussed the seemingly alarming rate of this focus on the superficial decorating of learning environments without consideration of students and universal design, Beth requested the opportunity to tackle this important topic through the PATINS Ponders Blog!
It’s Back to School time! Teachers are busy getting their classrooms ready and school has even started in many districts. And based on the multitude of social media posts I am seeing, teachers are all about having the most beautiful classroom decor, the cutest bulletin boards, and jazzy curriculum resources from the Teachers Pay Teachers. It is easy for new or even veteran teachers to believe that if their classroom decor and resources aren’t Instagram worthy they must be doing something wrong. The truth is, however, that pedagogy should still be the top priority and that just because it looks attractive doesn’t mean that it is effective. My fear that a focus on font over function was taking over Twitter and Instagram moved me to write this guest post for PATINS. So as you gear up for the 2019-20 school year, here are a few tips to help you ensure that you don’t get caught up in the “my classroom must be gorgeous” trend and instead focus on what is best for students.
1. Many students identified with various sensory processing challenges, in addition to many students without, can be easily overstimulated by an over-decorated classroom. Researchers found that increased visual stimulation in classrooms correlated with decreased cognitive performance (Fisher, Godwin, and Seltman, 2014; Rodrigues and Pandierada, 2018). So, keep it simple! Personally, I love this classroom from @thegirldoodles, especially how she sticks to just one set of monochromatic color selections, rather than her room looking like a bag of skittles exploded all over it. It is definitely attractive, projects a positive student message, and there is plenty of blank space.
2. Classrooms should be student-centered! Leave wall and bulletin board space for student work. When students see their work displayed and their peers as their audience, we promote ownership and greater participation and involvement in their own learning process. (Barrett, et al., 2015)
3. Anchor charts are most effective when they are generated with students, during the learning experience. So don’t worry about having beautifully hand-lettered anchor charts up and ready for the first day of school. Create these with your students so that they connect personally to the information. They are more likely to refer back to the charts while working if they helped to generate the information on the chart.
4. Consider carefully, your font choices on both classroom displays and printed or digital materials that you design. Are the fonts readable to all the students in your classroom, including those with low vision or dyslexia? If your students are learning to form and write letters, do the fonts you use provide a model for the proper formation? I see many cutesy fonts where letters are a random mix of lower and uppercase or where the”tails” of the p and g are not below the bottom of the other letters. Cute however, doesn’t really help our students learn how to form letters correctly, and if we are teaching students that lowercase g, j, p, q, y, and are “basement” letters, be sure that they see this in what is given to them or displayed around the room. Additionally, research shows that sans serif fonts are generally more readable than serif fonts. (Rello and Baeza-Yates, 2013). What is the difference? Serif fonts have those decorative tails or feet, while sans serif fonts don't and instead are made up of simple, clean lines. You might even check out Dyslexie font or Open Dyslexic, which were both created specifically to promote readability for individuals with dyslexia. Additionally, you might check out the following video and/or this research article, "Good Fonts for Dyslexia."
5. When downloading teaching resources, check that the strategies and pedagogy behind the resources is best practice. Does it align with your curriculum guide? Is it standards based? Does it promote the principles of Universal Design for Learning and accessibility? Is it culturally responsive, promote diversity, and free of stereotypes?
One last piece of advice. When you see an idea from a post on a blog (like this one!) be sure to check the blogger’s credentials. Google them, take a look at what they post on Twitter, Pinterest, or Instagram and make sure they truly are someone you would want to take advice and inspiration from! I hope you check me out--find me on Pinterest and Twitter as @possbeth,or on Instagram as @bethposs.