As stated in Science Direct – “Indoor environmental quality (IEQ) and its effect on occupant well-being and comfort is an important area of study.”

It is well known amongst educators that the classroom environment can have a profound impact, good or bad, on student learning and achievement.  The design, layout, seating arrangement, décor, atmospheric sounds and even lighting can go a long way toward setting the tone or “feel” for the ambiance of the classroom experience.  Therefore, it is not surprising that a primary goal of educators is to create and establish a positive learning atmosphere in the classroom.  Most times this variable remains just that, a variable.  Some teachers have no choice but to work in less than ideal environments under less than ideal circumstances.  The experienced educator is all too aware of these attention-grabbing distractions and educational pilfering limitations of their classroom.  Many factors contribute to “less-than-perfect” teaching situations and surroundings (examples – room size, broken air conditioner, no air conditioner, excessive heat, no heat, or just lack of resources).


In my seminar, I focus on changing what is changeable to improve your classroom environment.  What works for one teacher may not for another, even if both teachers work out of the same classroom at different times during the day.  What is optimal for one learning context may not be for another.  The physical set-up and design of your classroom must consider both learning and behavioral consequences.  It is natural for teachers to focus on learning at the expense of behavior, but in fact, both are essential and interrelated.  For example, some seating arrangements that are “optimal” for learning can invite misbehavior, depending on the classroom “chemistry” and emotional maturity of the students.  Misbehavior, in turn, interferes with the desired goal of learning.  It is of vital importance, for the teacher to consider how the physical design of his or her classroom supports not only learning but also appropriate student behavior.








CM with middle symbol SHORT


— Bringing it ALL TOGETHER, and much more!


  • Learn strategies to defuse and calm the out-of-control student:  Five immediate steps to take, to regain classroom control.
  • Eliminate arguments, multiple warnings, and repeated requests–forever.
  • Say good-bye to classroom management approaches that make more paperwork and steal more time from the teacher, with little to no results.
  • Earn the respect you deserve.
  • Wipe out 90% of low-level misbehavior.
  • Increase positive classroom behavior and environment.
  • Never again “drain valuable teaching time” on matters of discipline!
  • Maximize student learning and achievement.

Teachers will know... to detect and correct classroom problems without stopping teaching. to avoid power struggles. to set effective limits. to arrange and design the classroom environment for maximum performance (including 15 powerful desk arrangements from traditional to unorthodox). to teach students to behave appropriately in class and in social settings. to zoom through the curriculum like never before. to firmly but fairly carry out disciplinary actions. to NEVER again give multiple warnings or repeated requests! to build and maintain trust with challenging children. to reach at-risk children and turn them into productive classroom members.

David Frongillo