Expecting the Worst

I recently listened to “This American Life” radio episode on expectations.  The episode focused on the visually impaired and how societies’ expectation of what they can do is holding them back from what is really possible and it got me thinking how are our expectations of students holding us back from designing and implementing schools?

I remember a programing meeting in particular, which one of the more common debates of classroom design was debated: visual connection.  I have always been fascinated by how this discussion goes because our standard structure for programming goes as follows:

Meeting 1: Discuss overarching goals of the facility

Meeting 2: Define in general each space needed and the size and quantity of those spaces

Meeting 3: Prioritized the spaces to fit budget and arrange the “pieces” functionally to meet the adjacency needs of the facility

Meeting 4:Define the specifics of each space such as the cabinetry, need for sinks, accessories and amenities

In almost every one of the goal setting meetings the topic of windows comes up, and everyone is in

favor of windows in every room, especially classroom.  Then the fourth meeting comes around and we are discussing tackable surfaces, storage and whiteboards.  What about the windows, I ask?  Well some high windows are nice for natural light, but what about views.  Research shows that views to distant vistas help with eye strain and learning, but back to that particular programming meeting, we certainly don’t want any to the hallway. Even though this hallway is to have large windows out to the central quad, why?  Students will be distracted…..An expectation that has led to many windowless circulation spaces in a school. 

High Tech High, Chula Vista

Will students really be distracted?  I have visited several campuses that have had windows to the circulation pathways of the campus and have not seen this distraction.  I have talked to teachers who have moved into these spaces and they say at first there was a little adjustment but once you get past that first couple of weeks it was fine.  Many of these schools are progressive and have students using hand tools in the hallways. 

Typical "Finger Building" with underutilized grass areas
between the buildings

You may be wondering why it matters and how does it affect learning enough to merit a blog post?  In urban planning there is a well-established concept of “eyes on the street.”  The place where trouble happens is where there is no passive supervision (i.e. windows), which means no eyes on the street. Also,  as we explore more project based learning and collaboration on projects in rooms that are too small for even “traditional” instruction, the solution for many 1940’s-1960’s finger designs is to head outside.  Of course, an expectation of “distraction” for other classrooms where there are windows and a fear of the lack of supervision where there are not windows keep these areas from being used.

Designing and planning for new buildings is a leap of faith but let’s not lose faith in the students by having low expectations.  We are an interconnected society with more distractions than any other time in human existence.  Consider how students study today and the ability to “filter” distraction may be stronger than we think.