How to Support Floating Teachers

Floating or nomadic teachers, los profesores nómadas (as I like to call them), are the ones without a fixed classroom. The ones with trolleys full of materials, moving from one classroom to another, with nowhere to truly call home. They include specialists, music, art, English as a second language (ESL), or support teachers, who carry their lessons on wheels or in backpacks, navigating crowded hallways, hoping to find what they need when they arrive.

Let’s be real—teaching on the move can be dynamic and rewarding, but without the right support, it also can became overwhelming. I know this firsthand. I’ve walked into classrooms where I couldn’t find a whiteboard marker, where my materials were missing, where I had to start a lesson while also rearranging tables sticky with leftover snacks. It can be exhausting. But it doesn’t have to be this way. Administrators can create the right environment so that nomad teachers can thrive—even when the school is short on space.

The reality of Teaching Without a Classroom

Imagine this: A teacher enters a classroom, carrying a heavy trolley full of resources. They have five minutes to set up before the next class starts. Maybe they need the screen that the primary teacher is still using, or they find that the cable for the projector isn’t working. Or they planned an art lesson, but the tables are still full of crumbs from morning snack.

This was my everyday reality. I remember juggling a set of rhythm sticks in one hand and a laptop in the other, trying to log in to a projector before realizing the HDMI was gone. Or having to rework a hands-on activity because the space just wasn’t set up for it.

Nomadic teachers become experts in adaptation. They are flexible, resourceful, and dedicated, but this level of adjustment comes with a cost:

• Organization struggles: Constantly packing and unpacking makes it easy to forget something. Where’s the USB stick? Where are the glue sticks? Oh no! Did I leave the grade two game in the last classroom?
• Feeling like a guest, not a team member: Without a physical space, it’s harder to feel part of the school community. For some teachers, it can feel like you’re visiting instead of belonging.
• Increased stress: Even small tasks, like finding a working marker, scissors, or a spot to plug in, become big challenges when you don’t have a set workspace. Combine that with crowded hallways and awkward classroom layouts, and it’s a lot to juggle.

And yet, these teachers are essential. So why aren’t we designing our buildings in a way that helps them do their job better?

A functional solution: a shared workroom

Let’s not forget: These teachers are the glue of the school. While most teachers spend their days with one class or a specific grade, nomadic teachers are everywhere. A music teacher might bring rhythm and melody into the lives of every student in the building. An ESL teacher isn’t just teaching English; they’re bridging languages and cultures, making connections that ripple across classrooms and communities. When nomadic teachers thrive, the whole school benefits.

So, how can we support them? Start by asking them. Instead of assuming what they need, school leaders should ask these questions:

• What’s the most challenging part of moving between classrooms?
• What small change would make your day easier?
• Where do you go when you need to prep for your next class?
• If you had a dedicated space, what would you want in it?

Even simple solutions, like a better trolley, a designated shelf in each classroom, a cupboard in each hallway of the school, or a smoother transition schedule, can have a huge impact. But these ideas only work if they actually meet the needs of the people using them.

The shared workroom: more than just a teachers’ lounge

That’s where a shared workroom comes in: a simple but important solution that really helps to support teachers who don’t have a permanent classroom. Unlike a general teachers’ lounge, this space is designed specifically for those teachers constantly on the move, giving them a reliable spot to land between classes. Instead of teachers having to scramble in the hallway or borrow a corner of someone else’s classroom, these workrooms are stocked with what teachers actually need: storage, prep areas, and a moment of calm between transitions. Of course, every school is different, and the best way to create a useful shared workroom is to ask the teachers what they need.

Here are some key elements that could make this space effective:

• Shared storage: Lockers or cabinets where teachers can store materials without dragging them around. Goodbye, heavy trolleys!
• Preparation stations: Tables, printers, and supplies so that teachers can prep lessons between classes. A functional space means less rushing.
• A relaxing corner: Comfortable armchairs, soft lighting, a kettle, coffee mugs, and plants. Teachers need a moment to breathe, too! Maybe even a tea station or some shared books for a quick mental reset.

Ideally, the school administration or a designated coordinator should take care of the shared workroom (or their alternative solutions), ensuring that it remains functional and organized and truly serves its purpose: supporting these teachers so they can continue supporting everyone else.

However, I understand that not all schools have the extra space to designate an area solely for nomadic teachers. In cases where a shared workroom isn’t possible, smaller adjustments can still make a big difference. For example, creating “landing spots” throughout the school—a small desk, cupboard, or storage bin in classrooms or hallways—can provide teachers with consistent, accessible spaces for their materials and planning.

I’ve worked in schools where I had everything I needed to do my job well, and in others where I spent more time looking for materials than actually teaching. The difference? Thoughtful planning. When teachers, especially nomadic ones, feel supported, they can focus on what really matters: engaging students, building connections, and making learning meaningful.

The good news is that it doesn’t take a huge budget or a huge renovation to make a difference. Just a little intention, a bit of space, and a willingness to ask the right questions.