The environment throughout my placement school differs from classroom to classroom (spaces/places) and in some of the other subject themed rooms (library, music, science lab, etc.) that are regularly used throughout the day. Some classrooms have dark curtains or cover windows, some have more than one window and have the sun shining in as much as possible. Some classrooms have their desks traditional rows, while others use tables or other desk arrangements (eg. semi-circle, side-by-side, or a square set up where everyone faces each other). Some teachers have added spaces within their rooms like carpets or couches, while others allow learners to pick their own sit spot, for instance in the grade three class (my placement classroom), under my co-operative teacher’s desk is a favourite or some choose the hallway. In line with our ECS 100 class discussion about spaces, places, and boundaries, everywhere I looked I was able to easily notice the many ways the environment within the school is bounded to define places and spaces. Each place or classroom/subject themed room is bound by four walls, one door and one window (rarely more than one, a few with no window), and some doors of various rooms were marked with “limited access to student signs” or reminders that “a supervisor is needed before entry” or they were simply locked. While I realize some of these rooms may be dangerous to children or they have no need to be in the rooms, it still shows the limits and boundaries we normally would not think about, nor question. As for spaces each student is limited and seems to have adapted to knowing what spaces they can access and what they can not. Another example of space I seen was the three “calming” or “sensory” rooms set aside for three specific students with high needs: All the students know these rooms are off limits. However, do not mistake my awareness to the boundaries that limit students to places and spaces to be completely negative, as the atmosphere of the school and personae of the staff are warm and welcoming.