Programming the Environment To paraphrase Stephen King in his book “On Writing,” create your far-seeing place. He was commenting on how writers should engineer their work spaces. The fact is that environment is one of the easiest ways to influence how you perform most quickly. If your work area is disorganized, missing fundamental supplies, or makes you uncomfortable, it will impact your ability to do quality work, stay focused, or complete tasks. I’ve seen a poor environment detour students from sitting down to work simply by being uninviting, or feeling like it doesn’t really belong to them. My point is tune the space to the student’s needs and preferences and you can start out ahead of the game.
It’s tempting to look at the work area through the objective improving student success. While it’s true that form should serve the function, there’s more to it. Ensure that the functional elements are present. Then activate the second layer—the “Vibe” of the person using it. The layout and decor should spark interest and creativity, inspire the desire to continue working. If you don’t address the emotional components of comfort and ownership of the space, the learner is far more likely to be inconsistent, resistant, or just evasive about getting work done. Make sure that all the needs of a student are in easy reach. This dispels resistance when energy or motivation are low. The learner, and however is supporting them, should consider the work area from a perspective of identifying and removing any barrier to performance, or any excuse that might block sustained effort. The main physical needs are:
- a desk, or surface, with adequate space for doing different types of work,
- a light source,
- organizational items for supplies,
- space for filing completed work
- and functional furniture that contains it all in a visually pleasing way.
Optimize the area to make it easy to move around and maintain. Next, design the room for the user, put the desk near a window if they prefer natural light. Provide good lighting for evening use. Use colors, office supplies, and personal items that are meaningful to the learner. At the same time, avoid clutter. It will make the work space harder to clean and for some learners, become a distraction when they are facing less desirable tasks.
Carefully consider where you place certain items. Be selective about devices that distract the user. I’ve seen X-Boxes calling as the student attempts to complete their math homework. The lure is too much and at minimum will cause a distraction. If the learner is facing a less preferred task it will be even harder to resist. Finally, we know that motivation flags over the course of the day, and most students do their homework in the second half of the day, or even at night if they are involved in sports and other extra-curricular activities. Creating an environment that supports self-regulation help build self-management. Why add barriers to something that is already challenging when a simple environment tweak is more effective and less likely to require nagging and bargaining?
Additional considerations to support student performance by programming the environment include:
Tweaks and Adjustments For Mandatory Items…
- Desk/ Chair—not relaxing but comfortable enough to sit for two hours
- Desk Lamp— adjustable both in brightness and position allows the student to focus light on the task.
- Work surface— keep it clear of clutter both for ease of maintenance and to encourage a sense of order and ownership.
- Supply and storage drawers or shelves— all needed supplies, stocked up, within reach of the desk, and organized.
For Sensory Supports…
- Sound —keep ambient sounds at a level the learner can tolerate. Use earplugs or noise canceling headphones if necessary. Some learners need sound in order to focus. Others find it a distraction. Allow the learner to choose then monitor their progress and assess the results to see if any adjustments are needed.
- Visual—keep a pleasant-looking area. The learner should find the spot inviting and comfortable, but still feel it suggests activity, not rest or leisure.
- Reduce Distractions—secure conflicting activities or devices of sight and hearing. Turn off notifications from phones or home smart systems. Place gaming consoles and hand-helds in other rooms.
Natural light—allow in as much as possible to support attention and physical energy. Consider a full spectrum lamp for work that will be done after dark. However, be sure to turn it off at least two hours before bedtime
Beyond the Desk
- Keep pathways open—avoid horizontal filing or accumulating bags and backpacks on the floor by creating hooks, shelves, or other spaces for them
- Emphasize horizontal lines—shelves, tables, window sills, and desktops can mysteriously accumulate objects. Clear them daily so the horizontal areas of the space encourage calm.
- Cleanliness—Dust, specks, pet hair, and other debris should be cleaned regularly. If the area feels neglected, the learner will place less importance on the work that gets done there. Vacuum, dust, sweep, or wipe down at least weekly.
Make it Nice
- Decorate—resonate with the Vibe the student likes.
- Include creative elements—posters, art work, colors, work tools, within limits. Don’t let decor become distraction.
- Update it—schedule regular changes to the space to keep things fresh. Tedium is a kind of distraction and can also sap energy for getting things done.
Once the environment is supporting performance it will become much easier to focus on tasks and complete projects.
