ABSTRACT
The classroom environment is made up of a set of interacting factors involving physical, social and emotional considerations. Managing the social environment is an ongoing process, but in the initial stages of planning an inclusive classroom, a teacher must carry out a degree of preparation through consultation with special education needs and disability co-ordinators, tutors and pastoral. The physical environment of the classroom allows freedom of movement and access to activities and resources. Appropriate seating can aid a learning task, solve behavioural issues and accommodate special needs. The correct seating arrangement can have a significant impact on pupils' learning and on classroom management. The social environment concerns how the teacher connects with their pupils and how the pupils socialise with each other. Geography classrooms should be organised in a logical fashion; there may be specific 'zones' of the room.
