If only the Chilean government spent a lot of money creating new and better places where people could live or work in, their well-being would be improved. There are “good projects” which were made in order to cover the big hollow that Chilean society has “its poverty,” as Jane Jacobs, in The Death and life of Great American Cities, says, “Luxury housing projects that cloak their inanity, or try to, with a vapid vulgarity” (5-7). An example of this issue is all the great schools that government has built which have a problem with their classrooms' design, especially teacher’s classroom.In fact, people can see marvelous buildings in their towns. But seldom are they unable to notice what is really happening around these. Most of the time, these magnificent buildings are settled into poor neighborhoods, where it is easier to find young delinquency and others social problems. However, inside these buildings also exist a big and important social problem, which is that they do not have places where workers can interact among them, provoking an uncomfortable work atmosphere. This situation is raised by Malcom Gladwell, in “Designs for Working”, who writes that people in their offices do not have a common place where they can share and talk about them.
This reality is perceptible in several professions; an example of this is teachers' classrooms in many Chilean schools. It is known that teachers do not have a lot of time because they have much to do. This is one of the factors that some of them do not have any contact with their colleagues. However, it is necessary that teachers’ classroom have to be a place where teachers can talk and analyze students’ problems in order to find better solutions. Besides, this place should be where teachers rest and have agreeable conversation in order to increase their relationships as colleagues, provoking a higher compromise with their profession and with their students’ learning process.
