{"id":8862,"date":"2017-01-24T10:29:40","date_gmt":"2017-01-24T10:29:40","guid":{"rendered":"http:\/\/www.erickson.international\/en\/?page_id=8862"},"modified":"2017-01-24T10:29:40","modified_gmt":"2017-01-24T10:29:40","slug":"inside-the-classroom-of-school-with-no-rucksack","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/inside-the-classroom-of-school-with-no-rucksack\/","title":{"rendered":"Inside the classroom of a \u201cschool with no rucksack\u201d"},"content":{"rendered":"
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Inside the classroom of a \u201cschool with no rucksack\u201d<\/h1>\n

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The classroom is the heart of school organisation. We need to understand what relationships are established between the subjects and objects at work in the classroom. A non-traditional classroom set-up, like that of the national project \u00abAt school with no rucksack\u00bb, offers food for thought for changing learning environments too. <\/p>\n<\/p><\/div>\n

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The atmosphere in the class, the relationships established there, ways of working alone, all together, in small groups and in pairs, the materials and tools that are used, the furniture and the way it is set out, all these can contribute to a learning environment which is inspired by the research community and by values of responsibility and hospitality. <\/p>\n

The teacher’s role is to organise the \u00abresearch\u00bb and facilitate everyone’s work.<\/strong> The classroom thus comes to represent a place of identity and reference, the \u00abhome base\u00bb in which individual pupils and the group of pupils find a constant point of reference, a base, a personalised environment which you can use as a starting point towards opening up to encounters and opportunities outside of the classroom and the school.<\/p>\n

This diagram shows one<\/strong> (not the only) way of organising a classroom in the \u00abAt school with no rucksack\u00bb <\/strong>project, which allows a mix between polytopic space and polychronic time. <\/p>\n<\/p><\/div>\n

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