“I have six minutes to get from one classroom to another,” said Karl Kaku, an English teacher at Berkeley International High School (BIHS). “ I have to clean up, gather materials, and if I need to use the restroom, I’m hustling. By the time I set up for the next class, it feels chaotic. This definitely affects my class time; I feel like I’m constantly moving and never have a moment to think.”
Teachers at Berkeley High School must be organized and prepared to be able to effectively teach their curriculum and grade student work throughout each school day. However, teachers who share classrooms face additional challenges due to the rapid transitions they must make.
“I handle moving between classrooms by preparing everything at the start of the day and using a large folder to carry materials,” said Yoshi Salaverry-Takei, an AP Language teacher at BHS. “Having my own classroom was easier because I had a secure filing system, and I often forget where I left things between classrooms.”
While some teachers find sharing classrooms manageable, as they accommodate each other’s needs, the frequent setup changes can be demanding.
“Sharing classrooms can be challenging, but I’m lucky to work with patient colleagues. We have to be respectful of each other’s space. I like to spread my things out and know where everything is, but packing up and moving takes a lot of energy,” said Kaku.
Adapting to different classroom setups can be difficult for teachers. Variations in technology and seating arrangements create confusion regarding lesson execution and organization of materials.
“My first and third period classrooms are small with better tech, while my fourth through sixth period classroom is large but has inferior equipment. This means I need to adapt my lesson plans based on the classroom environment and seating arrangements, which vary from pods to rows,” said Salaverry.
For new teachers at the school, the district typically assigns them their own classes to help them adjust and understand the school’s dynamics. In contrast, more experienced teachers often have to switch between classrooms and may teach part time, covering specific time slots. While these experienced educators are familiar with the school’s routines, the frequent changes in classroom environments can still significantly affect their workflow and contribute to increased stress levels.
“I’ve been teaching for 30 years, and while I was raised to accept things as they are, I can’t ignore how the current setup affects me as a person and a teacher,” said Kaku. “This year has generated a lot of anxiety for me. I show up to work knowing I’ll be moving classrooms constantly, which strains my mental health.”
One solution to the challenges of sharing classrooms could involve assigning teachers to consecutive blocks in the same space, according to Salaverry.
“To improve the situation, the school should try to assign teachers to the same classroom for the same prep periods. It would make things less chaotic if, for example, all my junior classes were in one room instead of two different ones,” said Salaverry.
Berkeley High administrators declined to comment.
Regardless of the challenges part of sharing classrooms, it is important to remember that the focus remains on student learning and the curriculum being taught, rather than the physical spaces in which classes are held. Fostering an environment that supports both teachers and students remains crucial for achieving educational goals.