My Work Area
I began my teaching career as an elementary Industrial Arts teacher, but in the early 1990s, I transitioned into becoming a Grade 5/6 classroom teacher.
Because I truly enjoyed being a shop teacher, I decided to design and build my own classroom tables, benches, and cabinets, as well as modify the student chairs.
I wanted to introduce design, tools, and technology to my ten-year-old students. Since I knew I was going to teach for another twenty years, I saw this creative environment as a way to make those decades as enjoyable as possible.Over those twenty years, I actually redesigned and rebuilt my classroom two more times, increasing its efficiency each time.
As that first year progressed, I added a TV, computers, a VCR, and a sound system. The VCR was connected to the TV, but at the time, the computer was only being used by me for personal classroom administration.
One day, one of the school board's technology technicians was helping me set up my classroom internet connection. I asked him if there was any way to connect my computer to the TV. In those days, TVs and computers didn't have HDMI inputs and outputs, but he had a solution. The next day, he returned with a specialized video card and installed it into my desktop computer.
It featured RCA sound and video outputs that connected directly to my TV. Eureka!
This gave me a direct link between my desktop and the television. Suddenly, my students could simultaneously see exactly what was on my computer screen right from the TV. It changed everything. My TV had essentially become a smart TV.
I began typing up all the notes that I used to write out by hand on the blackboard. Typing notes, saving them, and projecting them onto the TV screen was a much easier task. As an added bonus, I could now save this year's lesson plans to use in the future, allowing me to easily make modifications and improvements over time.
However, as you can see in the photo, whenever I worked on the computer, my back was turned to the students. This was not a good situation. I wanted constant eye-to-eye contact with my students when teaching, which meant my next classroom design challenge was already waiting for me.
Because I truly enjoyed being a shop teacher, I decided to design and build my own classroom tables, benches, and cabinets, as well as modify the student chairs.
I wanted to introduce design, tools, and technology to my ten-year-old students. Since I knew I was going to teach for another twenty years, I saw this creative environment as a way to make those decades as enjoyable as possible.Over those twenty years, I actually redesigned and rebuilt my classroom two more times, increasing its efficiency each time.
As that first year progressed, I added a TV, computers, a VCR, and a sound system. The VCR was connected to the TV, but at the time, the computer was only being used by me for personal classroom administration.
One day, one of the school board's technology technicians was helping me set up my classroom internet connection. I asked him if there was any way to connect my computer to the TV. In those days, TVs and computers didn't have HDMI inputs and outputs, but he had a solution. The next day, he returned with a specialized video card and installed it into my desktop computer.
It featured RCA sound and video outputs that connected directly to my TV. Eureka!
This gave me a direct link between my desktop and the television. Suddenly, my students could simultaneously see exactly what was on my computer screen right from the TV. It changed everything. My TV had essentially become a smart TV.
I began typing up all the notes that I used to write out by hand on the blackboard. Typing notes, saving them, and projecting them onto the TV screen was a much easier task. As an added bonus, I could now save this year's lesson plans to use in the future, allowing me to easily make modifications and improvements over time.
However, as you can see in the photo, whenever I worked on the computer, my back was turned to the students. This was not a good situation. I wanted constant eye-to-eye contact with my students when teaching, which meant my next classroom design challenge was already waiting for me.
The Command Center: Designing a Desk for Engagement
I designed my desk so I could work on my computer, have eye contact with my students and my students would be able to see what I was working on by viewing the TV which was acting as a second monitor.
The desk was about 90cm high. A normal desk is about 75cm high but I like sitting on a drafting chair. It gives me the choice of standing or sitting while working at the desk. This is a big plus in mobility.
For stability, the desk was attached to the window sill with three wood screws. The desktop was at about a thirty degree angle to the window. The screws could be removed easily if I had to move the desk out of the way for cleaning.
I lined the front of the desk with high quality bulletin board material. This allowed me to post reminders to my students about upcoming assignments and interesting facts about the subject being discussed at that time.
The desk supported two desktop computers. Both were permanently attached to my desk. One was connected to the internet the other was the main computer for my closed classroom system.
A computer keyboard, a mouse and a thumb drive input were also attached permanently to the desk with small bolts for security. Very important!
Because of security reasons, I do not recommend teachers use their laptops in a classroom.
As a teacher, I moved around the classroom a great deal of the time, but I did enjoy making presentations to my students from this desk. It was a big improvement. Looking back,the only thing I would change would be to add a shelf for a printer. Printers back then were not as sophisticated as they are now.
I designed my desk so I could work on my computer, have eye contact with my students and my students would be able to see what I was working on by viewing the TV which was acting as a second monitor.
The desk was about 90cm high. A normal desk is about 75cm high but I like sitting on a drafting chair. It gives me the choice of standing or sitting while working at the desk. This is a big plus in mobility.
For stability, the desk was attached to the window sill with three wood screws. The desktop was at about a thirty degree angle to the window. The screws could be removed easily if I had to move the desk out of the way for cleaning.
I lined the front of the desk with high quality bulletin board material. This allowed me to post reminders to my students about upcoming assignments and interesting facts about the subject being discussed at that time.
The desk supported two desktop computers. Both were permanently attached to my desk. One was connected to the internet the other was the main computer for my closed classroom system.
A computer keyboard, a mouse and a thumb drive input were also attached permanently to the desk with small bolts for security. Very important!
Because of security reasons, I do not recommend teachers use their laptops in a classroom.
As a teacher, I moved around the classroom a great deal of the time, but I did enjoy making presentations to my students from this desk. It was a big improvement. Looking back,the only thing I would change would be to add a shelf for a printer. Printers back then were not as sophisticated as they are now.
My New Desk
The key was to be able to demonstrate a lesson at my desk and the demonstration be seen by my students on a monitor.
This is my 66cm TV. You will need a much larger
monitor/TV, minimum
one meter.
monitor/TV, minimum
one meter.
RCA Cables
The New Teaching Flow: Presence, Precision, and "Eyes in the Back of My Head"
Once I started using this new desk, my daily rhythm as a teacher shifted entirely. I no longer had to choose between using technology and monitoring my students. Because I was seated (or standing) at a drafting-height desk, I was at eye level with my grade 5/6 students, even when I was navigating a file or updating a note. This immediate proximity and eye contact acted as a natural classroom management tool; I could "work the room" with a simple glance while my hands were still on the keyboard.
The "Eureka" moment really hit home during my daily presentations. In the past, writing on a blackboard meant my back was to the class, creating a "dead zone" in engagement. Now, with the TV acting as a second monitor, my students were mesmerized. They could see the lesson unfold in real-time on the screen, while I could watch their faces to see who was following and who looked confused. This allowed me to adjust my pace instantly—a level of precision I never had with chalk and erasers.
Between lessons, the desk served as a living resource. Students would often wander over to check the built-in bulletin board for reminders or "did you know?" facts I’d posted. Because the technology was bolted down and secure, I never had to worry about the "tech anxiety" that often comes with portable devices. I could focus entirely on the kids.
Looking back over those twenty years, that desk wasn't just a piece of furniture; it was the bridge that allowed me to be a high-tech educator without losing the personal, face-to-face connection that makes elementary teaching so rewarding. It proved that in a classroom, the best "design" is one that serves both the teacher’s workflow and the students' need to be seen.
Once I started using this new desk, my daily rhythm as a teacher shifted entirely. I no longer had to choose between using technology and monitoring my students. Because I was seated (or standing) at a drafting-height desk, I was at eye level with my grade 5/6 students, even when I was navigating a file or updating a note. This immediate proximity and eye contact acted as a natural classroom management tool; I could "work the room" with a simple glance while my hands were still on the keyboard.
The "Eureka" moment really hit home during my daily presentations. In the past, writing on a blackboard meant my back was to the class, creating a "dead zone" in engagement. Now, with the TV acting as a second monitor, my students were mesmerized. They could see the lesson unfold in real-time on the screen, while I could watch their faces to see who was following and who looked confused. This allowed me to adjust my pace instantly—a level of precision I never had with chalk and erasers.
Between lessons, the desk served as a living resource. Students would often wander over to check the built-in bulletin board for reminders or "did you know?" facts I’d posted. Because the technology was bolted down and secure, I never had to worry about the "tech anxiety" that often comes with portable devices. I could focus entirely on the kids.
Looking back over those twenty years, that desk wasn't just a piece of furniture; it was the bridge that allowed me to be a high-tech educator without losing the personal, face-to-face connection that makes elementary teaching so rewarding. It proved that in a classroom, the best "design" is one that serves both the teacher’s workflow and the students' need to be seen.
Bill Nye and David Attenborough wer in my classroom everyday. They were essential because they transformed complex science into pure wonder and exciting stories. Their videos broke up the routine of textbooks, instantly grabbing students' attention with humor, amazing visuals, and unmatched enthusiasm. While Bill Nye sparked a love for hands-on experiments and critical thinking, David Attenborough built deep empathy for nature and planet conservation. Together, they didn't just teach facts—they inspired students to become the next generation of scientists and caretakers of our world.
A Special Thanks To Two People Who Helped Me in the Classroom