Here are some suggestions for displaying student work in a classroom:
- Display in-process and finished pieces. Doing so sends the message that you value the process of learning, not just the products. Encourage students, for example, to share draft writing with cross-outs and highlighter marks. This helps students learn that it’s okay for learning to be messy and that mistakes are part of learning—not things to hide or avoid.
- Include everyone. Display work from each of the children, not just the “best.”
- Give students a say. Children may not be comfortable showing work that you believe is worthy. It’s respectful to check before putting a piece on display. Besides showing respect for students, giving them a say in what is displayed has added benefits: 1) Displays will be more varied and interesting, since different students will likely choose different types of pieces to display; and 2) This variety sends the message that students are valued as individuals.
- Give students their own space. If you can, create a display square for each student and let each student decide what to display there.
- Use wall space for two-dimensional work and shelf tops for three-dimensional work.Display paintings, writing samples, book reviews, and other two-dimensional work on bulletin boards and other wall spaces. Keep the tops of shelves clear for dioramas, models, and other three-dimensional pieces.
- Make displays purposeful. You don’t need to display every piece of work students do. Before you display anything, be clear about why you’re doing it and how long you’re going to leave it up.
- Remember that less is more. Covering every possible space will make the room seem cluttered and overstimulating. Leave a good amount of wall space and shelf tops clear, and leave ample borders around bulletin boards.
- Keep displays current. Take down old work. Students usually don’t care about and won’t look at work they did months ago.
- Put it at eye level—the children’s eye level. Whenever possible, put displays no higher than the children’s eye level. They’ll become frustrated by—or learn to ignore—displays above their heads.
What We Say and How We Say It Matter, The Well-Balanced Teacher, The First Six Weeks of School, The Research-Ready Classroom, and Learning to Choose, Choosing to Learn. Learn more about Mike and his work or invite him to work with your school or district through his website: www.leadinggreatlearning.com. Connect with Mike on Twitter: @balancedteacher.