Tribhuwan University

Institute of Engineering
Chitwan Engineering Campus
Department of Architecture
Rampur, Chitwan

A Report
On
Case Study of Classroom
Basic Design-I

Submitted by: Submitted to:

Aaditya Aryal (CHI078BAR001) Ar. Upendra Subedi
Amit Rana (CHI078BAR002) Ar. Shusma Bhhatta
Barsha Neupane (CHI078BAR003) Department of Architecture
Bigyapti Dhungana (CHI078BAR004) Chitwan Engineering Campus
Bishal Pokhrel (CHI078BAR005)
Durga Chhetri (CHI078BAR006)
Date: 2079/04/08
ACKNOWLEDGEMENT
We would like to extend our gratitude to the Department of Architecture for this project and for
the continuous guide and support throughout the process. We would also like to extend thanks
to all teachers and friends who directly or indirectly helped in the preparation of this case study
report. The errors might have crept despite our efforts yet, constructive criticisms are always
appreciated.
ABSTRACT
This report is about the various types of classroom. A room in a school or college where groups
of students are taught. Study on the spaces required for a well-functioning classroom for both
theoretical and practical learning is done. Classroom structure is a concept in the area of teaching
quality and describes how teachers design tasks, share authority, and evaluate students'
progress. There is little research on the association between classroom structure and students'
functioning. Furthermore, previous studies have included only single aspects of students'
functioning in investigating the association. Similarly, a descriptive analysis is used to present the
current features and how they are implemented.
 Contents
Table of Figure ......................................................................................................................................... 7
1) Introduction to Classroom ................................................................................................................ 1
2) Literature review .............................................................................................................................. 3
a. Location ........................................................................................................................................... 3
b. Orientation ...................................................................................................................................... 3
c. Anthropometry ................................................................................................................................ 3
d. Shape and Size ................................................................................................................................. 4
e. Hallways/Corridors ........................................................................................................................... 4
f. Interior Appearance ......................................................................................................................... 4
1. Flooring ................................................................................................................................................ 5
2. Ceiling ................................................................................................................................................... 5
3. Lighting ................................................................................................................................................. 5
4. Coloring ................................................................................................................................................ 6
5. Doors .................................................................................................................................................... 6
6. Window ................................................................................................................................................ 6
7. Furniture .............................................................................................................................................. 7
g. Technology....................................................................................................................................... 9
h. Capacity and seating arrangements ................................................................................................... 9
i. Inclusive Classroom for Differently Able Student ............................................................................. 10
3)Case Study .......................................................................................................................................... 11
Case Study of Ankuram Academy's Classroom (Case Study I) .................................................................. 11
General Information ................................................................................................................................... 11
Climate and Weather ................................................................................................................................. 11
Layout of classroom.................................................................................................................................... 11
.............................................................................................................................................................. 11
Door and window ....................................................................................................................................... 12
Furniture ..................................................................................................................................................... 12
Art Board X2 ............................................................................................................................................... 13
 Seating arrangements: ............................................................................................................................... 13
Space requirement ..................................................................................................................................... 14
Floor and celling ......................................................................................................................................... 14
Lighting ....................................................................................................................................................... 14
Conclusion: ................................................................................................................................................. 14
Case study of Presidency College of Management Science (Case Study II) ................................................. 14
General Information ................................................................................................................................... 14
Weather and Climate ................................................................................................................................. 15
Door and Window ...................................................................................................................................... 15
.................................................................................................................................................................... 15
.................................................................................................................................................................... 16
Furniture ..................................................................................................................................................... 16
Desk: ........................................................................................................................................................... 16
Chair: .......................................................................................................................................................... 16
Table : ......................................................................................................................................................... 16
Board : ........................................................................................................................................................ 16
Podium: ...................................................................................................................................................... 16
Seating arrangement: Row seating ............................................................................................................ 17
Space requirement: .................................................................................................................................... 17
Floor:........................................................................................................................................................... 17
Ceiling: ........................................................................................................................................................ 17
Lightning : ................................................................................................................................................... 17
Air conditioner and fan : ............................................................................................................................. 17
.............................................................................................................................................................. 17
Conclusion .................................................................................................................................................. 17
Case Study of Orchid Science College ( Case Study III ) ............................................................................ 18
General Information ................................................................................................................................... 18
Bench: ......................................................................................................................................................... 19
Seating arrangement: Row And column seating ....................................................................................... 19
Space requirement: .................................................................................................................................... 19
Floor:........................................................................................................................................................... 19
Ceiling: ........................................................................................................................................................ 19
Lightning : ................................................................................................................................................... 20
Fan : ............................................................................................................................................................ 20
 Conclusion .................................................................................................................................................. 20
Case Study on Marcinelle II School (Case Study IV ) ................................................................................. 20
General Information ................................................................................................................................... 20
Conclusion: ................................................................................................................................................. 21
Observation and Recommendation......................................................................................................... 22
Comparison of Cases .............................................................................................................................. 22
Recommendation................................................................................................................................... 22
REFERENCE ............................................................................................................................................ 23
Table of Figure

Fig: 1 Classroom .................................................................................................................................................... 1

Fig: 2 Boston Latin School ..................................................................................................................................... 1
Fig: 3 Guru Kul ....................................................................................................................................................... 1
Fig: 4 Durbar High School...................................................................................................................................... 1
Fig: 5 Collaborative Classroom.............................................................................................................................. 2
Fig: 6 Traditional Classroom.................................................................................................................................. 2
Fig: 7 Lecture Halls ................................................................................................................................................ 2
Fig: 8 Auditoria ...................................................................................................................................................... 3
Fig: 9 Hallway ........................................................................................................................................................ 4
Fig: 10 Vinyl Flooring ............................................................................................................................................. 5
Fig: 11 False Ceiling ............................................................................................................................................... 5
Fig: 12 Fluorescent Lighting .................................................................................................................................. 5
Fig: 13 Daylight ..................................................................................................................................................... 5
Fig: 14 Wall Coloring ............................................................................................................................................. 6
Fig: 15 Door ........................................................................................................................................................... 6
Fig: 16 Windows.................................................................................................................................................... 6
Fig: 17 Podium ...................................................................................................................................................... 7
Fig: 18 Table And Chair ......................................................................................................................................... 8
Fig: 19 Student’s Lockers ...................................................................................................................................... 9
Fig: 20 Projector .................................................................................................................................................... 9
Fig: 21 Row and Columns .................................................................................................................................... 10
Fig: 22 Horseshoes .............................................................................................................................................. 10
Fig: 23 Clusters .................................................................................................................................................... 10
Fig: 24 Classroom for Differently Abled Student ................................................................................................ 10
Fig: 25 Location of Ankuram Academy ............................................................................................................... 11
Fig: 26 Classroom in Ankuram ........................................................................................................................... 12
Fig: 27 Door ......................................................................................................................................................... 12
Fig: 28 Window ................................................................................................................................................... 12
Fig: 29 Table ........................................................................................................................................................ 12
Fig: 30 Chair ........................................................................................................................................................ 12
Fig: 31 Students’ Locker ...................................................................................................................................... 13
Fig: 32 Teachers’ Locker ...................................................................................................................................... 13
Fig: 33 Whiteboard ............................................................................................................................................. 13
Fig: 34 Location of Presidency College................................................................................................................ 14
Fig: 35 Door ......................................................................................................................................................... 15
Fig: 36 Window ................................................................................................................................................... 16
Fig: 37 Desk and Chair......................................................................................................................................... 16
Fig: 38 Table ........................................................................................................................................................ 16
Fig: 39 Board and Podium ................................................................................................................................... 16
Fig: 40 Notice Board............................................................................................................................................ 17
Fig: 41 Ceiling, AC and Fan .................................................................................................................................. 17
Fig: 42 Door ......................................................................................................................................................... 18
Fig: 43 Window ................................................................................................................................................... 18
Fig: 44 Desk And Bench....................................................................................................................................... 19
Fig: 45 Board ....................................................................................................................................................... 19
Fig: 46 Location of Marcinelle II School .............................................................................................................. 20
Fig: 47 Marcinelle II SchoolFig: 48 Location of Marcinelle II School ................................................................... 20
Fig: 49 Marcinelle II School ................................................................................................................................. 21
Fig: 50 Plan Of Marcinelle , Charleroi, BelgiumFig: 51 Marcinelle II School ....................................................... 21
Fig: 52 Plan Of Marcinelle , Charleroi, Belgium .................................................................................................. 21
Fig: 53 Plan Of Marcinelle , Charleroi, Belgium .................................................................................................. 21
1) Introduction to Classroom
Classroom refers to a specially designed space to teach the
students without any interruption. Students are expected to be
obedient and quiet in the classroom. The classroom also uses an
adaptive learning technology method to enhance better training
and education for the students. It makes it the students with the
status deferred admissions easy to catch up with the
course. Adaptive learning in a classroom is a method of great Fig: 1 Classroom
erudition.

a) History of Classroom
Ancient classrooms weren't like the classrooms we know today,
though. In the United States, the first classrooms began in the
13 original colonies in the 17th century. For example, Boston
Latin School, which was founded in 1635, was the first public
Fig: 2 Boston Latin School
school and the oldest existing school in the world.
Even during the middle ages, education in Nepal was imparted originally, called Guru Kul.
Education was provided to the individuals free of cost. It was considered holy and honorable to
do so. The ruling king did not provide any funds for education but
it was the people belonging to the Hindu religion who donated
for the preservation of the Hindu education. The centers of Hindu
learning, which were the universities, were set up in places where
the scholars resided. These places also became places of
pilgrimage. So, more and more pilgrims funded these institutions.
The first formal school, Durbar High School, established by Jung
Fig: 3 Guru Kul
Bahadur Rana in 1853, was intended for the elite. The birth of
Nepalese democracy in 1951 opened its classrooms to a more
diverse population.

Fig: 4 Durbar High School

b) Types of Classroom
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 i) Seminar/collaborative classrooms
Seminar/Collaborative classrooms are a subset of traditional
classrooms in which the teaching methods require group work.
The furniture is movable and flexible. Traditional/collaborative
classrooms contain up to 30 non‐fixed seats. Flat floors are
required. 25 ‐ 30 square feet per student accommodates
flexibility in furniture arrangement to meet most types of
pedagogy. Fig: 5 Collaborative Classroom

ii) Traditional Classrooms

Traditional classrooms are our most common learning
spaces. They have movable furniture, and are very flexible.
Furniture can be rearranged to allow for lecture, seminar,
group work, or anything else the instructor might require.
Traditional classrooms contain 30 to 75 non‐fixed seats.
Flat floors are required. The first row of student seating
should be a minimum of 1.5 times the width of the
projection screen from the front of the room. Example: Fig: 6 Traditional Classroom

projection screen size 90”H x 120”W, first row of student

seating would be 15’‐0” from front of room. If not possible to maintain formula outcome, allow
a minimum of 9 feet from the front of the room to the first row of seats. The instructor’s station
will require 10 square feet.18-30 square feet per student accommodates some collaborative
functions. Mostly traditional classroom are found in Nepal. Many schools, especially in rural
areas, have traditional classroom.

iii) Lecture Halls

Lecture halls are larger tiered classrooms, usually with
either fixed seating or fixed tables and movable chairs.
Lecture Halls contain 75 ‐ 150 seats .Tiered floors (aisles may
be sloped but seating areas must be tiered) .The dimensions
of the seating tier or tray must easily accommodate
movement behind seats. Theater‐style seating with
attached tablets or fixed tables with free‐standing chairs. A
curved configuration is preferred where possible.

iv) Auditoria Fig: 7 Lecture Halls

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Auditoria are larger tiered classrooms, usually with fixed
seating Auditoria contain more than 150 seats Aisles may be
sloped but all seating areas must be tiered Theater‐style
seating with attached tablets are allowed A curved
configuration is optimum The dimensions of the seating tier
or tray must easily accommodate movement behind seats
Primary entrances should be placed on the side walls rather
than the rear wall whenever is possible to reduce the light
Fig: 8 Auditoria
reaching the have double doors at each entrance seats should
have number plates.

2) Literature review
a. Location
The learning environment must be: located within a building with easy access by students
and equipment, isolated from noisy gathering place. Classrooms shall be located on the lower
floors to minimize the amount of traffic that uses elevators or stairways. A building with mixed
functions (classrooms, laboratories and offices) should separate the classrooms from other
functions. Larger capacity classrooms should be located closest to the building entry.

b. Orientation
According to Vastu , 10’ north, the best orientation for classroom is either east or west. these
orientations furnish opportunity for purification of the room but sunlight before and after school
, without interference with pupils, and call for fewer hours with the window shades down during
school hours does any other orientation. The classrooms in a school should be built facing the
North or East direction for creating the best classroom atmosphere. The sitting arrangements
should be done in such a manner that the students can sit facing the North or East side of the
classroom.

c. Anthropometry
Anthropometry is derived from Greek word where ‘Anthropos’ means Man and ‘Merton’ means
measures. Anthropometrics is used as the basis for many regulations and for positioning and
sizing building elements. The use of anthropometrics in building design aims to ensure that every
person is as comfortable as pos.
It is a known fact that the body dimensions of people vary from age and region. So, some
anthropometric measurements are defined in order to design an anthropometrically fit
classroom below:
Seat Height (SH): It is perpendicular distance from the object’s sitting surface to the top of the
head when sitting.

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Shoulder Height (ShH): It is the vertical distance from the tip (acromion) of the shoulder to the
sitting surface of the object.
Knee Height (KH): This is the perpendicular distance from the floor to the top of the right knee
cap.
Elbow Height (EH): This is the perpendicular distance from the sitting surface to the bottom of
the elbow when sitting.
Hip Breadth (HB): The hip breadth is the horizontal distance between the right side of the pelvic
and the leg side when sitting.
Thigh Clearance (TC): This is the vertical distance between the sitting surface of the object and the highest
point on the top of the right thigh.
Popliteal Height (PH): This is the vertical distance from the posterior surface of the knee to the
foot relaxing surface.

d. Shape and Size

Classroom can be of different shape but the preferred shape of a classroom is square. If the room
has to be rectangular then the preferred dimensions should be a 4 X 3 ratio (length by width).
The front, or teaching wall, is determined by where the windows and doors are located. The
teaching wall should be on a long, 30’5 flat, unobstructed, wall. If possible the door should be
opposite the teaching wall on one side of the room or the other size to accommodate the quantity
of students moving in and out of the classrooms. Some estimates have been made, but exact
ratios (square foot per student) have not been defined.

e. Hallways/Corridors
Hallways should not only be part of the building design and aesthetics, but
should also be viewed as an extension of the learning environment. They
should always be as visually interesting as possible. Egress hallways should be
sized to accommodate at least double the loads identified in code due to the
large number of students leaving and entering the rooms, and provide
gathering space during class changes. Hallways should be viewed as an
opportunity to improve classroom acoustics. Non‐recessed doors that open
into the hallways are to be avoided.

f. Interior Appearance Fig: 9 Hallway

Interior commonly refers to the inside of something. Interior design of a

house includes space planning, color combinations, materials as designing ergonomic layouts,
flooring, ceiling and lighting.
Classrooms should be developed and designed lively but not chaotic. Classroom walls should
feel warm but not overcrowded. So, orange, yellow and green color are used on walls. The
student performed a series of tasks designed to test their attention and memory, looking at

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classroom as the third teacher-after parents and the teacher which views the environment as
essential to supporting learning.

1. Flooring
Floor covering or flooring is a term to generically describe any
finish material applied over a floor structure to provide a walking
space. Both terms are used interchangeably but floor covering
refers more to lose-laid materials. Materials almost always
classified as flooring include carpet, laminate, tile and vinyl.
Among all the types, Hardwood is considered as the most popular
Fig: 10 Vinyl Flooring
flooring. But in case of classroom design, vinyl flooring is a good
choice.

2. Ceiling
A ceiling is an overhead interior surface that covers the
upper limits of a room. It is not generally considered a
structural element, but a finished surface concealing the
underside of the roof structure or the floor of a story above.
Ceiling can be decorated to taste, and there are many fine
examples of frescoes and artwork on ceilings. The most
common type of ceiling is the dropped ceiling, which is
suspended from structural elements above. These days’ Fig: 11 False Ceiling
more often false ceilings are used in the classroom. For
classroom design, ceiling should have an average height of not less than 11-12', and allow for a
projection screen large enough to display images of adequate size, and placed high enough off
the floor to provide unobstructed sight lines.

3. Lighting
Lighting or illumination is the deliberate use of light to achieve the
use of both artificial light sources like lamps, fixed fixtures, as well
as natural illumination by capturing daylight. Scientific studies
have demonstrated that students perform dramatically better in
full-spectrum natural lighting. Most of
the lighting found in classrooms is
overhead fluorescent lighting that
Fig: 12 Fluorescent Lighting
consists of 2'×4' or 2'×2' troffers. One
of the most important features of an effective school lighting design
is flexibility. As we've seen, brighter and colder types of light can help
to make students feel more alert and focused.
Fig: 13 Daylight

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 4. Coloring
Color is the visual perceptual property deriving from the
spectrum of light interacting with the photoreceptor cells of
the eyes. For educational purposes, light blue is considered a
good color to put on the walls. For engineering, orange color
is considered good and for fine arts and architecture brown is
considered as the good one. Blue is one of the most effective
classroom colors. White can also be a good dominant color
for a classroom is it's accompanied by a colorful accent wall.
In small doses, yellow can be effective in maintaining Fig: 14 Wall Coloring
students' awareness in the classroom.

5. Doors
Doors should be located at the back of the classroom to ensure that
students who are entering or exiting the space will not disrupt instruction.
Exceptions include large tiered classrooms or auditoriums, since those kinds
of spaces can require multiple doors. In rooms that require two or more exit
points, the doors should be located as far from the presentation area as
possible while still meeting current building codes. Each door leaf to be a
minimum of 36” wide, including those used in pairs at double doors. No
Fig: 15 Door
strike mullion on double doors and door silencers to muffle the noise of the
door closing. Occupancy within the classroom should be clearly (but discretely) visible from the
hallway. Door shall be equipped with a vision panel made of shatterproof glass and tinted to
reduce light transmission.
Entrances should be located to avoid student traffic passing through non-instructional areas. In
addition, large numbers of students traveling in corridors and hallways can generate unwanted
noise for rooms still in use. All classrooms should have a separate fire exit from the main entrance
to the classroom. This is not requirement, but is strongly encouraged. All fire exits must meet all
state and local building and fire codes.

6. Window
Daylight is an important part of most learning environments. Windows should be included in
classrooms whenever possible. Windows are required in rooms ≤ 50 student seats, unless not
possible at all, preferred for classrooms 51 ≥ 199 student seats
and it not necessary, but desirable, for auditoriums ≥ 200 student
seats. Window treatments should be included on all windows no
matter which way the window is facing. It is preferred that
windows have two shades each, one room darkening and one
light filtering. The windows should not have any rails or tracks to
guide the shades. The shade colors should be determined by the Fig: 16 Windows
room colors.

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All window treatments are required to have a non‐reflective matte finish and unless otherwise
specified, the color selection should match or blend with the window frame. The blinds should
be installed so they cover the window opening as completely as possible.

7. Furniture
Classroom furniture is an essential part of the supply component of Education programmes. The
connection between comfortable school furniture and increased learning and development of
children in classrooms reveals that high quality child-friendly furniture is essential for children’s
ability to learn. In addition, by creating school furniture designs suitable for local production and
with the use of locally available materials.

Whiteboard/Chalkboard
Usually placement of whiteboard is at the center front of the teaching wall. Currently, the
majority of University faculty prefers chalkboards over whiteboards. Chalkboards are durable. If
the mechanics of the board are maintained and the surface treated properly, chalkboards will
last 25+ years. When multiple boards are used, they should be next to each other (don't leave
any space between the frames of the board. As a general rule of thumb, we recommend
mounting your whiteboard no higher than seven feet above the base of the floor and no lower
than three-feet. If there is only one board in class, it is ample to have 12 feet wide, 4 feet high
board. According to capacity and size of room the board size may increase or decrease.

Teaching Podium
In the traditional classroom, the teacher’s desk is front and center.
Some locations, mostly auditoriums, benefit from a podium over a
teaching desk as the main Teaching Station. Even if a teaching desk is
used, podium can be used for non in-class teaching presentations.
Presentation podiums should be designed to fit each situation but
should all be light and portable and have a space to be stored when not Fig: 17 Podium
in use. The podium is custom built to room, but basically the required
dimensions is 30” x 36” x 48” (in front, student side) but the height in back from where the user
presents is 40”.

Table and Chair

Table:
Seat count and configuration should allow for a minimum of 30” of linear work surface space per
student. The university managed classrooms are using high percentage of time and the furniture
used needs to be strongly built and durable. TTC prefers to use high quality tables and chairs for
student seating (usually KI or Steelcase). Overall, 8% -10% tablet arm chairs and fixed tablet
seating in auditoriums should be designed for lefthanded seating. Moveable Tables: Student
space requirement per table is 30” width per student. If wider tables are desired, consult with
design team is mandates because it affects total seat count. Distance between tables at seating
should be 48” minimum. Distance between tables at center and side aisles should be 36”
minimum. Distance between teacher desk and first row should be 48" minimum (To allow teacher

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circulation). Distance from back row to back wall should be 36" minimum. Distance from side
table to side wall should be 36" minimum.
Table features:
• Locking casters
• Minimum 20” deep work surface
• High-pressure laminate top with t-mold edge
• Height adjustable (so you can sit or stand while working) Fig: 18 Table And Chair

• It can be adjusted at any angle.

Chair:
Standard 18” chairs are recommended for all junior high, high school and college students. Oversized school
chairs are an option for teens and adults who need more space and support. They’re often available in 18 1/2”
and 19” seat heights to accommodate taller students.

Chair features
• Casters
• Polypropylene seats and backs
• Armless
• Rotates from flat position to 90°
• No cup holders, book trays or other accessories
• Height Adjustable.

Teaching Desk
The teaching desk is custom built to fit technical and aesthetic requirements; in general a large
desk shall be used most of the time, but a small desk will be used if a large desk overwhelms the
room.
Dimensions of desks:
For large (standard) desk: Its dimensions is 82” x 30” x 32” (l x w x h). Height allows teacher to sit,
if desired. In rooms >100 student seats, the height may be 35” instead of 32”. Generally, desk of
two cabinets that contain equipment for user on one side and equipment for technician on the
other side is used. (Optional) side drawer can be put for document camera.
For small desk, the dimensions are 60” x 30 “x 32” (l x w x h). Height allows teacher to sit, if
desired. One cabinet that contains both user and technician equipment is favored. It cannot be
used if a desk doc cam is being installed.
If desk is movable, it must have recessed full turn wheels; the back wheels (on side facing teacher)
should be lockable

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Student’s Locker
Lockers give students a place to store their belongings in
between classes without the risk of them being tampered with
or stolen. In class, bags are out in the open and are an easy
target to drop things into, like a tracking device or an
incriminating item that could get the innocent student into
trouble. Lockers could be good for students because they can
Fig: 19 Student’s Lockers
keep their schoolwork safe and secured.

g. Technology
i. Projector and Projecting
Screen
A projector is an output device that projects an image
onto a large surface, such as a white screen or wall. The
surface projected onto is usually large, flat and lightly
colored. There are either still (slides) or moving images
that can be produced by projectors. Projector is placed
10 feet (3 meters) away from projection screen.
Fig: 20 Projector
ii. Wireless Network
Students in a wireless environment can connect to classes anytime, anywhere to make access to
educational materials simple.
Wi-Fi network allows them to easily share documents with their teachers and peers in just a
matter of seconds, which is an amazing feature to offer in a classroom.
The location, type and quantity of access points should be determined by IS and IT.
The wireless access points must be accessible for future activation, occasional maintenance and
upgrading.

h. Capacity and seating arrangements

The size of the room must be designed to accommodate the programmed number of students as
well as provide for additional support space. The support space must take into consideration both
the set up and use of audio-visual equipment, access for the disabled, layout of the instructor’s
materials, circulation space, and empty floor space needed to keep students from being seated
too close to board, projection screen, or video monitor. When determining the seating capacity
of a room, additional square footage must be allowed for the instructor area including enough
space so that the first row of seats is far enough from the screen for good viewing.
Room Capacity: (Total Sq. Ft – Sq. Ft. Instructor area) * station factor
Instructor area = width of room * distance to front row of seats
Generally, square footage range must be between 17 and 22 square feet per student.

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Seating arrangement
When your classroom setup is in harmony with the teaching style, the students, and the space
and furniture you have to work with, the benefits can be endless. But, when it’s not, it can be
detrimental.
Traditional Rows or Columns
The rows configuration (also known as the columns configuration) is the
most common classroom arrangement. This type of setup complements
class structures that revolve around teacher-based instruction and
presentations. Students are more focused on coursework and
independent assignments. Though this seating arrangement can be used
Fig: 21 Row and Columns
with any class size, large classes may often see uneven levels of
interaction as students in the front row will participate more while those
in the back may lose focus.
Horseshoe or U-Shape
This model supports both student-to-student interaction and teacher-to-
student interaction. The class interacts in a large group format, though
teachers have ample opportunity to work with students one on one.
Courses that emphasize discussions and presentations typically function
well with this configuration.
Clusters Fig: 22 Horseshoes
Clustering the desks into small groups promotes student-tostudent
interaction. Students develop skills such as communication, problem
solving, collaboration, and more in this arrangement. These clusters offer
safe and comfortable environments for students to share ideas. This
comfort, however, also lends itself to off-task behavior and large increase
in noise level and distractions.
Fig: 23 Clusters

i. Inclusive Classroom for Differently Able Student

Inclusive classroom spaces teach our students about the
fundamental importance of inclusion and equality. They ensure
our classrooms are accessible to all and enable every student
to feel a sense of belonging. We need to think about inclusion
in every aspect of a classroom layout.
Below are some important considerations for a teacher
designing a space for students with physical disabilities :
Fig: 24 Classroom for Differently Abled
 Minimize Distances Traveled Student

 Make the Whole Classroom Accessible

 Make All Materials Accessible
 Think About Lesson Transitions

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 Make Accommodations for Guests With Physical Disabilities
Inclusive classroom design shows our students with disabilities that they are valued and
normalizes inclusive attitudes for all our students to emulate. Small acts by the classroom teacher
to make the classroom a more inclusive space such as rearranging desks, being sensitive to
transition requirements and removing clutter can go a long way toward creating a sense of
belonging and inclusion in every classroom

3) Case Study
Case Study of Ankuram Academy's Classroom (Case Study I)
General Information
•Location: Krishnapur, Chitwan
•Classroom Area: 46.23 sq m
•Shape: Rectangular
•Construction Year: 2076
•Structural Engineer : Er. Santosh Shrestha Fig: 25 Location of Ankuram Academy

 Architect : Ar. Toran P Pandit

•Design by: Zero Dia Nepal Pvt. Ltd.

Climate and Weather

Chitwan has a tropical monsoon climate with high humidity all through the year. After mid-
October, Humidity drops off and the top daily temperature gradually substitutes from ±36
Celcius.However these fluctuation of temperature doesn’t differ as whole classroom was air-
conditioned.

Layout of classroom

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 Fig: 26 Classroom in Ankuram

Door and window

Door
No of door: 2 (One general, second emergency) door is directed toward the east

 Height: 2190mm
 Width : 1210mm Fig: 27 Door

No threshold

Window
 No of window: 3
 Every window were facing toward west
 Every window has 4 shutter

 Height: 1570mm
Fig: 28 Window
 Length: 1400mm

Furniture
Classroom was designed for 30 students and every student has
its own chair, table and a locker.

 Table
 width: 600mm
 length :800mm
 height:800mm
 shape: Rectangular

 Chair Fig: 29 Table

 Length:800mm
 Width:800mm
 Height:600mm
 Distance between two table: 660mm

Fig: 30 Chair

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  Students’ Locker
 Length: 4060mm
 Width: 406mm
 Height:2028 mm
 Shape: Cuboid

Fig: 31 Students’ Locker

 Teachers’ Locker

 length:1530mm
 width: 370mm
 height:910mm

Fig: 32 Teachers’ Locker

 Whiteboard X2
 length: 1765mm X 2
 width:1220mm
 position: East
 shape: Rectangular

Fig: 33 Whiteboard

Art Board X2

 length:1765
 width:1220
 position west
 shape: Rectangular

Seating arrangements:
 Row seating

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Space requirement
 Space between board and table of 1st row: 1524mm
 Space between table and chair:300mm
 Space between table and table: 805mm
 Walking space: 805 mm

Floor and celling

Floor: White tiles

Ceilings: Height of ceilings from floor: 2965mm

Lighting
 Sunlight
 Artificial light (LED ceilings blub)
 Number of lights: 8

Conclusion:
Considering all the above points we got to conclude that the overall design of the classroom is
excellent and have good management. The gap between the desk and bench and the distance
between the students and teachers is well managed. Also there is less ventilations in the
classroom. Although the classroom have two doors the western side door is use as emergency.
Hence while designing a classroom all the aspects should be properly analyzed and planned.

Case study of Presidency College of Management Science (Case

Study II)

General Information
 Location : Namuna Tole, Bharatpur 44207
 Classroom Area : 44.77 square meter
 Area per student : 1.24 square meter
 Shape : Rectangular
 Construction Year : 2076 Fig: 34 Location of Presidency
College

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Weather and Climate
The climate is tropical monsoon climate with high humidity all through the year. After mid-
October humidity drops off and the top daily temperature gradually subsides from around 36 °C
(97 °F) to 18 °C (64 °F).

Door and Window

Door :
No of door : 2 (single door )

Door is directed towards east

No Threshold

• Height : 2080

• Width : 1080

Fig: 35 Door

Window:
No of window: 2

The windows were rectangular shape

 Height : 1645
 Breadth : 1845

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 Fig: 36 Window

Furniture

Desk:
 Length : 1927
 Breadth: 426
 Height : 735

Chair:
 Length : 430
 Breadth : 445
 Height : 495

Table : Fig: 37 Desk and Chair

There is a single table for teacher in the front

classroom.

Fig: 38 Table

Board :
The classroom has one whiteboard at south of
classroom.
 Length : 3760
 Height : 1120
 The board starts from 760 above from
ground level.

Podium: Fig: 39 Board and Podium

 Length : 600
 Breadth : 450
 Height : 1150

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Notice board:
There is a notice board at the left side of the
door.

Seating arrangement: Row seating

Fig: 40 Notice Board

Space requirement:
 Space between board and first desk : 1920
 Space between desk and bench : 175
 Space between two desk : 1520

Floor:
Vinyl Tile floor

Ceiling:
Height of ceiling from floor is 2560

Lightning :
There is sufficient natural lightning because of 2
windows. As for artificial lightning the classroom
has 4 bulbs.

Air conditioner and fan :

There are 2 air conditioner at west side of the
classroom and 4 ceiling fans also.
Fig: 41 Ceiling, AC and Fan

Conclusion
Considering all the above points we got to conclude that the overall design of the
classroom is average and have decent management. The gap between the desk and bench and
the distance between the students and teachers is well managed. However students sitting at
east side corner might have to face some problems since white board is placed at the corner near
to west. Also there is no any ventilations in the classroom. Although the classroom have two
doors the left side door is useless since it is covered by the student desk and cannot open. Hence
while designing a classroom all the aspects should be properly analyzed and planned.

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Case Study of Orchid Science College ( Case Study III )
General Information
Location
Hakim Chowk Bharatpur-10
Classroom Area : 45.05 sq m
Area per student : 1.12 sq m
Shape : Rectangular
Construction year : 2054 BS
Fig: 42 Location of Orchid Science
Weather and Climate College

The climate is tropical monsoon climate with high humidity all through the year. After mid-
October humidity drops off and the top daily temperature gradually subsides from around 36 °C
(97 °F) to 18 °C (64 °F).

Door and Window

Door :
No of door : 2 (single door )

Door is directed towards North

• Height : 2000

 Length : 960

Fig: 43 Door
Window:
No of window: 2

The windows were rectangular shape

 Height : 1200
 Breadth : 2000
Fig: 44 Window

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Furniture
Desk:
 Length : 1970
 Breadth: 426
 Height : 735

Bench:
 Length : 1970
 Breadth : 445
 Height : 495 Fig: 45 Desk And Bench

Board :
The classroom has one whiteboard at North of classroom.

Fig: 46 Board

 Length : 3760
 Height : 1120
 The board starts from 760 above from ground level.

Seating arrangement: Row And column seating

Space requirement:
 Space between board and first desk : 1920
 Space between desk and bench : 175
 Space between two desk : 1520

Floor:
Concrete floor

Ceiling:
Height of ceiling from floor is 2560

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Lightning :
There is sufficient natural lightning because of 2 windows. As for artificial lightning the classroom
has 2 bulbs.

Fan :
There are 4 ceiling fans

Conclusion
Considering all the above points we got to conclude that the overall design of the
classroom is average and have decent management. The gap between the desk and bench and
the distance between the students and teachers is well managed. Also there are less ventilations
in the classroom. Although the classroom have two doors the left side door is useless since it is
covered by the student desk and cannot open. Hence while designing a classroom all the aspects
should be properly analyzed and planned.

Case Study on Marcinelle II School (Case Study IV )

General Information
Location: Marcinelle , Charleroi, Belgium
Area: 1050 sq m
Year: 2021
Manufacturers: Heradesign,
Fig: 47 Location of Marcinelle II School
Ceramicasmora, Eko Okna
Stability Engineer : Er. Arcadis Belgium
Weather and Climate : In Charleroi, the summers are comfortable and partly cloudy and the
winters are long, very cold, windy, and mostlyFig: 48 Marcinelle II SchoolFig: 49 Location
cloudy.
of Marcinelle II School

Classroom : Rectangular

The quality of the site is due to its location in the heart of a planted island. The buildings of the
establishment are pavilions between which users can move freely. The poetry of this place is
enhanced by beautiful trees that form axes or points of interest. However, the transition between
the layout in the heart of the block and the street is currently poorly resolved. This project
constitutes a solution that reconciles the opening to the heart of the school with the definition
of a boundary on the street. The administrative building and the annexed premises are also an
opportunity to offer a new image of the Athene Royal Jules Destree and to make the site safer.

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Enhance the planted heritage. The planted avenue is
the backbone of the establishment. It distributes all the
main parts of the school. It is important to extend this
axis onto the street. In the same way, a beautiful tree
against the southern boundary of the plot forms a
transition between the school and the neighboring
houses. It is essential to keep it.

Fig: 50 Marcinelle II School

Organize access. The site must be accessible to users as
well as to emergency vehicles. These two types of access are separated in order to limit the height
of the canopy that covers the main entrance at the end of the planted axis. It seems important
to create a space where pupils can gather safely before and after the school day. The drop-off
point will be located on this plot. Fig: 51 Plan Of Marcinelle , Charleroi, BelgiumFig: 52
Marcinelle II School
Build on the periphery of the site. The poetry of the
site lies in the generosity of its open spaces. It is
essential to optimize the surface area and to build on
the eastern edge of the site. However, the project
provides for a certain distance from the street to
offer more breathing space and to keep the ground
floor offices away from passers-by. This space could
be occupied by planters integrated into the
architecture. The construction at the edge of the site
makes it possible to secure the establishment,
control access, and free up space for a few parking Fig: 53 Plan Of Marcinelle , Charleroi, Belgium
spaces.

Integrate into the existing fabric to offer a new face. The configuration of the neighboring houses
Fig: 54 Planof
on either side of the site does not allow for the construction Of Marcinelle , Charleroi,building
a continuous Belgium front. To

the north, the project is articulated with the adjacent plot thanks to a wall that will serve as a
signaling element for the school and thanks to the entrance porch. To the south, the link will be
made through the beautiful existing tree. The building thus connected to the existing fabric will
become the new face of the school facing the city.

Conclusion:
To conclude all the above points we got that the overall design of the classroom is based on
international standard and is managed really well. The gap between the desk and bench and the
distance between the students and teachers is well managed. Hence while designing the
classroom all the aspects have been properly analyzed and planned.

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Observation and Recommendation
Over a period of case study of classroom design our team have analyzed that classroom should
have a seat that properly matches with the user body dimension. From the observation of four
classrooms all around the world, the seat meets the user body anthropologist.

Comparison of Cases

Features Case I Case II Case III Case IV

Shape Rectangular Rectangular Rectangular Rectangular
Orientation North South North North
Ceiling height 2965mm 2560mm 3050mm 3000mm±100mm
Flooring Vinyl Tiles Vinyl Tiles Concrete Timber
Doors Wooden Wooden Wooden Aluminum
Windows Sliding Aluminum Sliding Aluminum Wooden Glass
Area 46.23 sq. m 44.77 sq. m 45.05 sq. m 52.5 sq. m

Recommendation
The following recommendations have been prepared for the improvement of classroom designs,
for quality education and better achievement as well.
 Adjustable lighting for group discussion, presentation, and video recording.
 Durable and healthy materials should be used in furniture and finishes.
 Teaching stations with simple laptop connections to projector(s) and control over lighting
and window shades.
 Smooth and flat floor for easy rearranging of furniture.
 Desks and chairs should be comfortable, interesting and ergonomic to the children's ages
and sizes.
 The classroom should have a distinctive room design or characteristics that make it
instantly familiar to children.

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