Another aspect of the classroom climate concerns the way the space is used. Where there are to be different kinds of learning activity in progress at any one time there has to be provision for quiet thoughtful writing, independent reading, math activities requiring the use of manipulatives, collaborative tasks, art work with paint or clay, model construction and group instruction. At times the teacher will want to talk with the whole class at the same time. This may be done with the children sitting on a carpet in a small area of the room as the proximity makes it easier for the children to attend to the group discussion.

The walls and horizontal surfaces can be used to display information, reference lists of relevant or frequently used words, children's work products, suggestions for work procedures, reminders about routines and responsibilities. Displays can also include real world objects for close study, information books to consult, aids to observation (magnifiers), and examples of techniques the children might like to try in their own work.

Another feature of the spatial organization of the room concerns materials which the children need to use in their work. Where the children can help themselves they must be offered criteria for making appropriate choices and encouraged to be economical and tidy in the use of resources.

• Space: appropriate provision of areas for various kinds of work
• Furniture layout: flexible, for group as well as individual work
• Display: walls, horizontal surfaces, for information, children's work products, work in progress, objects of interest, notices, instructions, word lists, reminders, plans
• Resources: convenient access, availability, restrictions, storage
• Finished work: work products of various kinds can be put in agreed convenient places where the teacher can check them
• Children as monitors: enlist children's help in managing the space, work areas, resources