Managing the Computing classroom environment to improve learning - A Practical Guide to Teaching Computing and ICT in the Secondary School - page 60

examination coursework or project work to illustrate a top grade, second grade and
a fourth grade. These should clearly show, through annotation, why the grades are
different.
Importantly, whichever forms of display are used, it is essential to regularly
update the material which is shown, to keep it current and 'fresh'.
Weather and room temperature
You should be aware of the temperature in the room. This is very important in a
Computing room as monitors in particular generate a lot of heat, and the room can
warm up to an unacceptable level if they are left on all the time. Try and have
periods during the lesson when monitors can be switched off. You can have a
routine whereby pupils turn off their monitors when you wish to talk to them as a
group. Consider opening windows. If you have air-conditioning, use this, but be
aware that it might generate background noise. You also want to avoid a room
being too cold, as pupils will not be able to concentrate on the learning.
The weather outside can be a factor in your lessons. Changes in weather can lead
to changes in pupil behaviour! For example, if it is windy they are often 'high'; if it
is very sunny they can get lethargic; if it snows during a lesson they all rush to the
windows and then ask if the school will close; if it is very wet, they may arrive in
the room with soggy coats, which is a potential health and safety issue; if they have
been kept in at break, they may be restless. The key is to be aware of potential
issues as a result of weather, as you can then respond accordingly.
Wasps and disturbances!
A factor often unrecognised by others is that Computing lessons can be subject to
regular disturbances, which you and the pupils will have to deal with. For example,
other teachers may send pupils to your classroom to ask if they can use a spare
machine; staff may want to use a machine; if you have the network printer in your
room people might come to collect printouts; if staff or pupils nearby have a
problem with Computers they could interrupt to ask for help; if the Head is showing
people round the school, they might bring them in to show the 'state-of-the-art'
Computing facilities. As a new teacher this can be very distracting, but you will get
used to it. The pupils seem to accept it quite readily.
Far more chaotic is what happens if a wasp gets into the room! Remember, you are
in charge, so you are not supposed to panic along with the pupils. At least look calm
and minimise the disruption (for 'wasp' you could substitute 'bee' or 'spider').
Noise can be another factor on learning in your classroom. External noise, e.g. a
building project, may mean having to keep windows shut even if it is warm. Fans
in the computers and air-conditioning can generate a constant background noise
that you have to cope with. Try going into the classroom on your own sometime
and listening to the noise.
Other welfare factors
Be aware that if you are 'under the weather' you might not perform to your best.
What might seem a problem with the pupils' concentration or behaviour might, in
reality, be your fault. If you are genuinely very ill, you should be getting well! As a
beginning teacher you are likely to catch a lot of 'bugs' from pupils, but your
immunity soon builds up. Likewise, be aware that pupils may be ill too, and may
not perform as well as usual.