Inspired by the works of the German sociologist Norbert Elias (Der Prozess der Zivilisation, 1939) and the French Social Theorist Michel Foucault (Surveiller et punir, 1975), for a long time school buildings have been interpreted as places of power and discipline. The furniture of the classroom – especially the chairs and tables – were analysed as elements of a “black pedagogy” (K. Rutschky) subordinating the students. In contrast to this approach, recent studies influenced by Science and Technology Studies and Actor-Network-Theory (see Th. Gieryn, B. Latour, A. Yaneva), showed that buildings, interiors and furniture – in other words the material dimension of a classroom – play a more ambivalent role. Indeed, the elements of a classroom frame actions, behaviours and feelings, but without determining them in a strong way. The presentation seeks to identify (and illustrate) different modes of dealing with the classroom’s furniture and space. For instance, students from Germany and Switzerland use their chairs and tables in a deviant way – and thereby they create “a room of their own”. Through their interactions with the objects of the classroom, the students are doing space.