Creating Your Classroom Space and Culture With Students

Summer is when teachers finally get to breathe—to have a moment to rest (a lot), read, and reflect. But if you’re like me, at some point in July, your thoughts start to drift back to the classroom. Wait! Not just to the to-do lists or curriculum maps, but how does your classroom feel? What will it be like when the students walk in on the first day? What kind of space will they find waiting for them?

As my lovely friend Mel taught me, the first few weeks of the school year are gold. They’re our chance to build culture, establish expectations, and nurture relationships that will shape everything that follows. Inspired by Reggio Emilia’s approach, I’ve always believed that the environment is the “third teacher.” Students learn not only from us or each other, but also from the space around them. Is the space welcoming? Does it invite curiosity? Does it show that everyone belongs?

CoCreating Culture Through Spatial and Visual Cues

Classroom design is often seen as aesthetic decoration, but it’s far more than that. It communicates values and it sets expectations. It tells students what kind of behavior is welcomed and what kind of community they’re stepping into. The culture of the room should honor the real lives, traditions, and voices of all users inside it.

Invite your students to cocreate this culture. Instead of handing them a list of rules, begin with conversations. What do we all need to feel safe, respected, and ready to learn? From those conversations, create agreements together. Post them on the wall, and not as rigid rules but as shared promises. You can ask the students: Would a quiet corner help us? Do you want a space to share family news or achievements? Could we create a class playlist for independent work time? These conversations can build a space that works with your students, not just for them.

Also think about how your seating or table arrangement supports interaction. Are there chances for students to face one another and collaborate? Is there a healthy mix of solo, paired, and group spaces? Start by thinking about your classroom in zones, each one inviting a different kind of interaction.

For solo work, you might create a quiet little corner with a desk and chair, or even a floor cushion by a window or bookshelf. For paired work, placing two desks at an angle or laying down a couple of cushions with clipboards creates a natural setup for dialogue and collaboration. For group spaces, consider arranging stools or benches into a loose circle on a rug or gathering around a low table. These visual cues can help students understand the purpose of each area and can make transitions between activities feel intentional and smooth.

Think about what’s on your walls: Are the visuals culturally diverse, student-centered, and meaningful? Could a student from any background see themselves reflected somewhere in the classroom? Including words, sentences, and labels in student home languages and displaying photos of families around the room can create a sense of belonging.

Auditory and verbal cues to build presence

In those first weeks, there’s often pressure to manage behavior quickly, so we fall back on things like extrinsic rewards or loud corrections. But what if we tried something different? Verbal cues can help create intrinsic motivations to support learning.

Instead of giving out candy, points, or stickers, we can say something like one of these:

• “I noticed how you helped your classmate just now. That shows respect.”
• “I saw how you took a break and came back focused. That’s growth.”

These observations stick more than a prize ever could. I used to give points and prizes, but the changes never lasted. Once I introduced the verbal observation, everything shifted. They help students feel seen for who they are, not just for what they produce.

What matters most is giving students some agency, allowing them to choose where they work best, while setting clear expectations around focus and movement. Can they sit with friends if they’re productive? Absolutely. And if things get a little off-track, you can always gently pause and ask, “Is this spot helping you do your best work today?” Encourage them to reflect with a question like, “Who helps you focus and grow during work time?” This quiet guidance helps students learn how to make thoughtful choices without shame, just awareness.

During transitions, auditory cues can help. Instead of raising our voice, we can use signals like clapping patterns or gentle bells or visual cues like light dimming to bring the class together. One year, I had a loud class, so I used the clapping signal. I clapped twice; they answered by clapping three times. The next year, I used “Macaroni and cheese!” and they responded, “Everybody freeze!”

One trick that worked in my classroom was using music as a cue (again, my friend Mel gave me that idea). At the end of the day, a familiar “cleanup song” played softly to let everyone know it was time to tidy up. During the day, I used a one-minute Taylor Swift clip to signal transitions between activities. Everyone knew what this song meant and what was expected, so there was no need to raise my voice. If your schedule has longer blocks (mine were two hours), adding a brain break halfway can do wonders as well. Three quick yoga poses, a round of Simon Says, or a silly song like “The Floor Is Lava” helped us reset and refocus.

My final thought? Designing a welcoming classroom isn’t about perfection. It’s about intention. It’s about creating a space where all voices matter, all cultures are welcome, and learning feels like coming home.