order — Cultivating Space

ORDER

An ordered environment can support attention and memory by helping declutter the mind and reinforce the brain’s ability to recognize and repeat patterns.

Order is a fundamental tool that can be used to build stronger connections in the brain. The preface to this manual explains the concept of brain plasticity - the brain’s ability to form new connections that lead to better memory and comprehension. When we exercise our brains through consistency and routine, our brains form stronger connections between neurons, giving them a more efficient path to communicate information.

“These neural connections evolve over childhood and adolescence, and the more you build these neural networks in your early years, the stronger the scaffolding for learning and execution of ideas and actions.”⁰²

When we are in an ordered environment, several parts of the brain are activated. The prefrontal cortex, responsible for focus and decision-making, functions more efficiently in organized environments because it is not working to filter out irrelevant information. The hippocampus, which supports memory making, benefits from the consistency of an ordered environment, giving it the ability to link new information with contextual cues. The amygdala, which processes fear and anxiety, is at ease in predictable spaces. Finally, the basal ganglia, which is involved in habit formation, is activated through routines and repeated exposure to a consistent space.

This rush of positive activity in the brain helps boost brain plasticity, reinforce neural connections, and ultimately build a strong foundation for future learning.

Children especially benefit from ordered environments which support brain development during formative years, reduce distractions in spaces where focus and retention are critical, and provide the stability and predictability needed to lower stress. Nathalie Dziobek-Bepler, founder of the architectural firm baukind, explains,

“Only spatial clarity gives children the full freedom to play and make decisions without their attention being unnecessarily distracted. They are thus able to realize their own wishes and interests more easily.”⁰³

Order enabling independence is also central to Maria Montessori’s educational theory. Through observation, she found that an ordered classroom empowers children to take ownership over their learning and improves their focus. She developed the ideal learning environment to support her method - the Children’s House - as a space with clearly defined activity areas, storage for all learning materials, and a space that can be maintained by the children themselves.

“I think it may be more the organization and neatness that matters- can they predict and count on where to turn things in, where to get info, where to be creative? Where to process? Where to change state?”

- Teacher, Illinois, teacher survey

Creating order in the classroom can be separated into two categories: temporal and spatial. Temporal order can include establishing routine and expectations for different times of the day. This can be visually reinforced by displaying calendars and clocks, or keeping windows open to experience sun patterns. You could also consider creating a schedule for students to take turns with classroom activities, like watering the plants or organizing the classroom library.

Psychologist Abraham Maslow explains, “[children] seems to want a predictable, orderly world... Young children seem to thrive better under a system which has at least a skeletal outline of rigidity. In which there is a schedule of a kind, some sort of routine, something that can be counted upon, not only for the present but also far into the future.”⁰⁶

Spatial order includes two different scales to consider. At a macro scale, it is important to define different activity zones within a classroom. Quiet vs. loud activities, clean vs. messy, or still vs. active are just some of the distinctions that can be made within the classroom to help students manage their expectations and eliminate unwanted distractions. These distinctions can be achieved with different materials, colors, furniture, and arrangements, like a circle of pillows around a rug for reading or a set of chairs around a wipeable surface for messy group activities.

“In this school everything has its place and is kept there, because I have observed over and over again that children have a feeling for orderliness. Your child will learn to know where he may find things and he will put them back of his own accord when he has finished with them.” ⁰⁸

Finally, the micro scale of spatial order includes the way classroom materials are stored, displayed, and accessed throughout the day. It is important to be mindful of the material you put around the classroom in order to avoid unnecessary distractions. A good indicator is whether or not it can be used in teaching. When all learning tools have a designated place - and that place is consistent - students will develop stronger connections associated with different activities.

To achieve this, classroom materials should be stored at a level that is accessible for students to take out and put away on their own. Additionally, any labels used to categorize materials should be easily understood by students. This will not only encourage independence, but help with memory and comprehension.

A well-ordered classroom is a crucial factor in a student’s ability to concentrate, engage in learning, and develop independence, memory and comprehension skills.

CULTIVATING SPACE

INTRODUCTION LIGHT

ACOUSTICS MOVEMENT

ORDER

OWNERSHIP

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