Reading and writing center

A teaching center is provided with first and second upstanding frame sections separated by two or more lateral connectors to form a generally “H” shaped frame. The second upstanding frame section is vertically oriented and the first upstanding frame section is inclined from the vertical to permit the use of storybooks, chart paper or other items that lean back. The teaching center is provided with one or more shelves or storage devices between the first and second upstanding frame sections.

BACKGROUND OF THE INVENTION

1. Field of the Invention

This invention relates to educational furniture and in particular, teaching centers.

2. Description of the Prior Art

With the use of traditional “A” frame teaching easels, which many teachers use in a classroom environment, functionality is limited and floor space underutilized. Creating more classroom floor space helps overcome the problem of limited classroom floor space and therefore provides more room and opportunities for students to learn and teachers to teach. Class size is a major problem and an issue for most school districts. The base of the “A” frame easel, being the widest section of the easel, uses floor space.

Other problems associated with traditional teaching aids is the desirability of keeping teaching supplies close at hand for the teacher vs. a separate area or product for them to keep their supplies. Traditional “A” frame easels come to a point at the top and therefore limit the amount of usable space within the easel. With both sides of the easel angled inwards and coming to a point at the top, as the easel rises from the floor available space within the easel decreases at an equal amount on both sides. “A” frame easels with storage on the inside of the “A” provide for a limited amount of storage capacity and decreases to zero available capacity at the top of the A. (Looking at the letter A resembles the side view of an “A” frame easel with the horizontal slash being a shelf.) The space within the A frame and the space outside the frame are underutilized.

Floor space is used by the base, and as the A frame easel rises, floor space becomes less utilized. The “A” frame design also limits it's use. Hanging anything vertically isn't possible since both sides are angled. It also prevents teachers from having a storage area at the top of the easel for items they want to keep out of reach from children.

SUMMARY OF THE INVENTION

It is an object of the present invention to provide devices to help overcome the problems of underutilized classroom floor space, inadequate storage capacity, and the accessibility of teaching supplies.

Thus in accordance with the present invention there is provided a teaching center comprising first and second upstanding frame sections which are connected by two or more lateral connectors to form a generally “H” shaped frame, said second upstanding frame section being vertically oriented and said first upstanding frame section being inclined from the vertical to permit the use of storybooks, chart paper or other items that lean back. In a preferred embodiment the teaching center of the present invention is provided with one or more shelves or storage devices between the first and second upstanding frame sections.

This invention overcomes the problem of underutilized classroom floor space. This invention provides classroom teachers with a combined teaching center and storage center. The design allows for maximum usage of classroom floor space. With the use of traditional teaching easels, which most teachers use in a classroom environment, floor space is very underutilized. Creating more classroom floor space helps overcome the problem of limited floor space and therefore provides more space for students to learn and teachers to teach. With class size being a major problem, this invention helps reduce the severity of the problem.

DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

As shown in the attached drawings a preferred embodiment of the teaching center1of the present invention comprises a first upstanding frame section2and a second upstanding frame section3. The first and second upstanding frame sections2,3are joined by one or more lateral connectors (spacer members)4,5to form, from a side view, a generally “H” shaped teaching center. The first upstanding frame section2, forming the one side of the H, is inclined from bottom6to top7and the second upstanding frame section3is substantially vertical when the two frame sections2,3are connected. The two upstanding frame sections2,3when connected by the lateral connectors4,5do not come to a point at the top8of the teaching center1. Each upstanding frame section2,3is composed of vertical and horizontal frame members forming a generally rectangular frame section.

FIG. 2illustrates the backside of one embodiment of the first upstanding frame section2. It has two parallel vertical frame members9,10connected by horizontal frame members11,12,13,14. The bottom end15,16of each of the vertical frame members9,10is bent at points17,18. The portion19,20of the vertical frame members9,10below the bend points17,18are vertical when the two upstanding frame sections are connected and the portion21,22of the vertical frame members9,10above the bend points17,18are inclined. In the embodiment shown the vertical frame members9,10and top horizontal frame member14are formed from a single piece of square tubing bent to the desired configuration shown. In the preferred embodiment ¾″ square 18 gauge CR tubing is utilized. Horizontal frame members11and13are also formed of similar square tubing and welded to the vertical frame members9,10. The horizontal frame member12is formed of ¼″ wire in the embodiment illustrated. Means are provided on the upstanding frame section2to attach various shelves between the two upstanding frame sections2,3. In the embodiment shown this means for attaching various shelves includes a series of holes23provided in the vertical frame members9,10. Additional holes24are provided for connection of the spacer members4,5. A dry erase board25covers a portion of the front side of the first upstanding frame section2. The dry erase board25is made of an appropriate material so that magnets can be used to attach or clip material to it.

FIG. 3illustrates the front side of one embodiment of the second upstanding frame section3. It has two parallel vertical frame members26,27connected by horizontal frame members28,29,30,31,32,33. In the embodiment shown the vertical frame members26,27are formed from square tubing bent. In the preferred embodiment ¾″ square 18 gauge CR tubing is utilized. Horizontal frame members28,30,31,32,33are also formed of similar square tubing and welded to the vertical frame members26,27. The horizontal frame member29is formed of ¼″ wire in the embodiment illustrated. Means are provided on the upstanding frame section3to attach various shelves between the two upstanding frame sections2,3. In the embodiment shown this means for attaching various shelves includes a series of holes34provided in the vertical frame members26,27. Additional holes35are provided for connection of the lateral connectors4,5. Casters52are preferably provided on the bottom of the first and second upstanding frame sections to permit easy movement of the teaching center1around the classroom.

FIG. 4illustrates a lateral connector/spacer member4,5for use with the present invention. The spacer member4,5consists of a straight section36and means to connect the spacer member to the upstanding frame sections2,3. In the embodiment shown, in a first end37of the straight section36, is a welded insert38. The welded insert38permits a screw or bolt (not shown) or other suitable fastener to connect the spacer member4,5to the second upstanding frame section3through hole35. The second end39of straight section36is bent upwards, preferably to form an interior angle of 74° with the straight section36. A hole40in the second end39permits attachment by a screw or bolt (not shown) or other suitable fastener to connect the spacer member4,5to the first upstanding frame section2through hole24. Spacer members4,5differ in the length of the straight section36. Both spacer members in the embodiment shown are made of ¾″ square 18 gauge CR tubing.

One or more wire racks may be provided between the frame sections for holding books, tubs or other storage needs. In the embodiment shown inFIG. 1, there is a top shelf41, three middle wire shelves42,43,44, a bottom shelf45and a bottom bin rack46containing four plastic bins47.FIG. 5illustrates one of the middle wire shelves42,43,44. Each of these shelves varies in width to fit the space between the upstanding frame sections2,3at the point of attachment of each shelf. The shelves are made of ¼″ wire rods arranged in a square grid. The end rods48,49project beyond the outer longitudinal rods50,51and can be inserted into holes23on the first upstanding frame section2and holes34on the second upstanding frame section3to hold the middle wire shelves42,43,44in place. While these shelves are illustrated as wire shelves that could be made of other materials. Various items can be stored on the shelves42,43,44from books to other items such as storage bins as shown in FIG.1.

InFIG. 6a bottom bin rack46for the teaching center1is illustrated. The bottom bin rack46is formed from metal rod welded together where the rods intersect. In the preferred embodiment, rods53,54,55are formed from ¼″ bar. The two end rods56,57and two middle rods58,59are made of 5/16″ bar. Means are provided to support the bin rack46on the horizontal frame members11,28of the first and second upstanding frame sections2,3. In the embodiment shown, the means to support the bin rack46comprises hooks60welded to the bars53,55so that the hooks fit over the horizontal frame members11,28. The ends61of the two middle rods58,59extend beyond rods53,55to rest on the top of the horizontal frame members11,28. Bins47(shown inFIG. 8) fit into the bottom bin rack46as shown in FIG.1.

The bottom shelf45, shown inFIG. 7, is made of a generally flat rectangular sheet of material. Along opposite sides61,62means are provided to support the bottom shelf45on horizontal frame members12,29of the first and second upstanding frame sections2,3. In the embodiment shown the sides61,62of shelf45are bent to form downward opening channels63,64that are sized to fit over horizontal frame members12,29of the first and second upstanding frame sections2,3. On the other sides65,66of shelf45the sheet is bent to form to troughs67,68to hold various items such as writing and language supplies.

A top shelf41is preferably provide on the inside of the second frame section adjacent the top8of the teaching center1preferably with a built in pencil and marker tray for items that are intended for the teacher's hands only.FIG. 9illustrates a preferred embodiment of the top shelf41. The top shelf41is made of a generally flat rectangular sheet of material. Along opposite sides69,70means are provided to support the top shelf41on spacer members5connecting the first and second upstanding frame sections2,3. In the embodiment shown the sides69,70of shelf41are adapted to form downward opening channels71,72that are sized to fit over spacer members5. One of the other sides73of shelf41, adjacent the second upstanding frame section3, is bent to form a trough74to hold various items such as pencils and markers and other items that are intended for the teacher's hands only. On the other side75of shelf41, adjacent the first upstanding frame section2, the sheet is bent upwards to form a brake/stop.

A removable and adjustable book ledge/pencil trough76is illustrated inFIGS. 10 and 11. The book ledge/pencil trough76comprises a ledge section77having front and back edges78,79respectively. Along the back edge79is an upstanding flange80. Along the front edge78is a depending trough section81. Means are provided for removable and adjustable attachment to the teaching center1. In the preferred embodiment illustrated, the means for attachment comprises two hook members82spot-welded to the bottom of the ledge section77. Hooks82are sized and shaped to fit over horizontal frame member13on the first upstanding frame section2. In the embodiment shown the removable and adjustable book ledge/pencil trough76is formed from a sheet of 20-gauge sheet metal and the hooks are made of ¼″ bar stock. The ledge section77acts as a big book holder and trough section81acts as a marker/pencil holder.

Having one frame section inclined or angled allows for the use of storybooks, chart paper or the use of other items that must lean back for the teacher to teach. Having the other frame section straight allows for the efficient use of floor space by maximizing storage space within the center.

Having one frame section vertical also allows for the use of items that must be hung vertically. Hooks and clips can be provided to hang items from the horizontal frame members33,32,31,30of the second upstanding frame section3. This invention provides for the use of the top of the teaching center again utilizing classroom floor space. At the top corners of each frame section removable and adjustable hooks can be provided for hanging chart paper or pocket charts. Some of the hooks can be telescoping to permit charts up to 52″ wide to be used. Magnetic bulldog clips can be provided for attaching items to the dry erase board25.

Although various preferred embodiments of the present invention have been described herein in detail, it will be appreciated by those skilled in the art, that variations may be made thereto without departing from the spirit of the invention.