The Bank Street Classroom
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Teachers consider the environment in a Bank Street classroom to be a powerful messenger in that it communicates key values and philosophical beliefs. For example, the orderly and accessible arrangement of materials promotes independence and responsibility; comfortable seating areas invite conversation and interaction; displays of children’s work at their eye level conveys respect for their ideas and products (Mitchell & David, 1992, pp. 6162).
Like Montessori, a Bank Street classroom is organized with centers to promote particular kinds of activities. But unlike Montessori, the functions of these centers are fluid, adapted to the changing rhythms of the classroom. At a minimum, classrooms contain areas for both group play and privacy, storage, creative activities, and outdoor space to extend learning opportunities. Practical considerations for arranging space include attention to traffic patterns, access to water, and the control of noise levels.