An important part of the teaching process is to create an environment where children are able to comfortably and easily learn. As such, effective classroom organization is key for educators looking to increase their students’ learning abilities. Idea Mapping is an instrumental tool for organizing classroom spaces, because it allows educators to conceptualize and spatially “map out” the best classroom layout for their students. With Idea Maps, the educator can make use of this non-linear format to conceive and effectuate a creative and functional classroom environment.

What is Idea Mapping?

Ideal Mapping is a means of organizing information using an Idea Map, which is a “colorful, single-page visual that captures [a person’s] thinking in key words and images.” Idea Mapping is widely believed to be a more effective means of conceptualizing information than traditional outlining, because it uses a spatial, rather than linear, approach to help define the information. When using an Idea Map, both hemispheres of the brain are engaged, allowing the brain to process information in a manner consistent with its natural functioning. The result is the ability to “plan, organize, communicate, remember, innovate, and learn” information quickly and efficiently.

Constructing an Idea Map of a Classroom Layout

Consider, as an example, a teacher who has just moved into her classroom. As she looks around at all of the boxes filled with books, teaching materials, and classroom decorations, she realizes she has just one week to organize her room into a neat, fun, and engaging space. She, thus, decides that her best course of action is to use an Idea Map to plan out how her classroom should look. She begins her Idea Map by representing the main topic of the map, her classroom layout, in the center of the map. She next lists the main areas she wants to include in her classroom, and lists them, along with where they will be located in the room, on “branches” that are attached to the central topic. She then goes through the contents of her boxes and lists each item she has on “child branches” connected to the area of the classroom where she will place them. When she has finished listing all of her items on the “child branches”, she adds any visual images, colors and notes to the map that she feels will help her better conceptualize the space. The attached Map diagram is an example of what her Idea Map might look like when completed.

Organizing the Classroom Space Using the Idea Map

Now that the teacher has “mapped out” what her classroom will look like, she can begin organizing the contents of her boxes using the map. And, because she has conceptually organized what will be located where, she is able to do so quite efficiently and easily. In addition, the colors and visual associations contained in her map help her to quickly interpret the best use and placement of items, as well as see what items she still needs in certain areas. She can, therefore, make quick mental notes concerning items she needs to buy, and items that she has no use for. By using Idea Mapping to organize her classroom, the educator has, therefore, transformed what may have been an arduous and time-consuming task into a simple and creative process.

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