When the homeroom teacher treats
his or her physical teaching environment as being malleable and linked to
learning goals, these spaces within the
larger school, inside or outside, become
possible locations for activities such as
talking circles, dramatic representations, or monitoring the weather (while standing in the playground). With these larger
spaces, teachers can plan activities that
would otherwise be extremely difficult to
do within the walls of the classroom. By
discussing the responsibilities of using
shared space, students can think about
the creative and responsible use of public
spaces, such as parks, in the wider community.