At first, Happy Noroz . I will hope that all Iranians in the world have a promising and fulfilling New Year.

A family of mine told me a thing in the afternoon. he, Ali - 10 years, reluctantly said me ” I do not like to go to school in the last days of this year because the holiday (Noroz Vacation) is near “. I deeply thought that why All children like learning, But do they really like school?
In Iran, in last days of the year, all children dislike to go to schools and they like to increase holiday period and managers and teachers, because of pressures and laws of Ministry of Education, have no choice and make to participate children to schools. 
Before we try to convince a child to go to school and enjoy it, we must look at the conditions there. Are school systems set up for learning to take place? Or are the children bored, frustrated, scared (of failure, or punishment etc.),uncomfortable, made to feel stupid, forced to learn things that mean nothing to them, crammed with excessive curricula, and punished by unfair testing?
 I think that there are several aspects which we have been unaware of them and one thing is the features of Iranian learning environments. When we build schools like a Box model, our children do not like to spend their time at schools. If we create creative and attractive programs for children when last days of the year arrives, we will have not discontents among them. For example , in last days of a year, we can make Haft Sin table in our schools, which our children are involved in this activities and are given beautiful gifts which it will be a good memories for them. We should create opportunities for children to take more pleasure and of course school design should be a way that creative activities are done easily.  

Every year, in the first days of year, a group of Mofid High school graduates in Tehran went to deprived areas and help to people in several works such as construction some buildings, educational services, Health services and cultural services. Some of students play with rural children and teach them how painting, making things, and how like their villages. 
Next week, I will leave Tehran and travel to the city of Tabas, with the following coordinate (33 55 39 68 N and 56 55 21 33 E) you can see more detail and search in Google Earth, of course we will stay in the Coreit village near the Tabas city .The Weather is warm and I will held some seminars for managers of Tabas city (more primary and Middle schools). The purposes of this seminar are that the managers understand more information about the impact and role of learning environments on learning, teaching in our schools. This trip take 15 days, and I hope that I will have most effect on managers and knowledge to their.

when we do not think school design and the feature of school architecture and only quality of construction rather than quantity is so important for us, we cannot have suitable school like what we had in past.
I think that when we could build a suitable and creative school, we should emphasize to “learning” and how children be trained in our schools.
At last, Dr.hojjat blamed and criticized from the performance of organization and he was opposed every architect and every one go into the organization and design schools like what we see in our community and he suggested that we should form a group who are consist of successful students of architecture and young architects that are interested to work in fields of learning environments and Iranian schools and finally they can and are able to design  good schools.  

Abstract:
In recent decades, school complex designs based upon such deeper understanding clearly show that creative organization influences educational environments in both and training and learning. Moreover, a school designed with education-based ideas broadens children’s experiences. In fact, a better environment develops a better education.
Therefore, school design and school education systems educational system of schools should be developed in parallel. This simultaneous process has never happened in Iran. This research investigates the relationship between the educational system of schools (planning) and school design in the history of Iranian schools. This research also compares the patterns of old schools and the prevalent patterns of school design currently in Iran. The study investigates the cultural changes of education and its influence on the design and form of schools .This research covers the history of the Iran culture, from the preIslamic to Islamic era, the classic (Safavids) era and finally the contemporary period.