The layout of your classroom can have a significant impact on
the way you teach and hence, the way your students learn.
Seating Arrangements
There are a number of factors that need to be taken into
careful account before you arrange the seating in your classroom (Arthur-Kelly,
Lyons, Butterfield & Gordon 2007). For starters, the way you decide to seat
out the desks in your classroom will no doubt reflect your personal philosophy
of teaching and your preferred style of teaching (Arthur-Kelly et al., 2007). Therefore
it is crucial to ensure that the
way you arrange the furniture in your classroom lends itself to the
range of instructional methods you plan on using, as well as enabling the elements
of behaviour management as ‘identified by earlier research to be implemented,
such as scanning, smooth transitions, organised deskwork and mobility’ (Arthur-Kelly
et al., 2007 p125).
When planning the seating arrangement in your classroom you
need to consider where each child should sit and whether you will make this
decision, or whether you will let your students decide. If your personal
philosophy of teaching favours cooperative group your classroom seating
arrangement may need to reflect your class’s social structure (Arthur-Kelly et
al., 2007). Some student input is advisable, particularly with older students,
as they have to “cope with the consequences of seating choice” (Aurthur-Kelly
2007 p125). For mixed ability grouping however, free choice for students is
unlikely to create the desired mix. It is also important to note the research
that suggests that students engage more in teaching-learning interaction if
they are seated towards the centre front, rather than those seated on the
periphery (Arthur-Kelly 2007). You
should also considering position students with learning difficulties or
behavioural problems within the instructional focus.
Ultimately, the seating arrangement in your classroom will
only be limited by your imagination. The following information should not be
viewed as the only options for seating arrangements, but rather Arthur-Kelly
suggest that “the more creative the design, the better…as it communicates that ‘this
classroom is different from others’ and therefore establishes different
expectations from the outset”, (Arthur-Kelly et al., 2007 p126).
Rows
The preferred teaching style in classrooms with rows is certainly
teacher-centred, combined with deskwork designed to be completed individually
(Arthur-Kelly 2007). Whilst rows facilitate teacher-student interactions, it restricts
student-student interactions and subsequently inhibits group-work situations. Rows
however, are effective for recapturing any classroom management that may have
been lost as a result of alternative seating arrangements.
According to Arthur-Kelly et al., (2007) rows can promote positive
behaviours by;
- creating the expectation of order
- allowing the teacher to scan and monitor students with ease
- assisting with non-verbal communication through eye contact (p127).
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Groups
Groups involve several desks being grouped together usually on
a rectangle or L-shape and in many ways is the polar opposite of rows (Arthur-Kelly
et al., 2007). Unlike, rows where the instructional focus is teacher-centred,
groups are very much conducive of student-centred instruction. Therefore, some
social-interaction is encouraged and noise levels are not expected to be as low
as classrooms that are arranged in rows (Arthur-Kelly et al., 2007).
If you choose to set out seating arrangement in groups, it is
vital that all the instructional focus of the classroom is visible to all
students without them having to physically turn (Arthur-Kelly et al., 2007). Furthermore,
you should true to ensure that there is at least one point in the room where you
can have eye contact with all students, as ‘redirection in the early stages of
off-task behaviour is more easily achieved without disrupting the instructional
flow’, (Arthur-Kelly et al., 2007 p127).
According to Arthur-Kelly et al., (2007) groups can promote
positive behaviours by;
- enabling more varied instruction strategies to be
implemented
- meeting students’ basic need for social interaction (p127).
U-Shape
Single or double U-shape table formations are basically halfway
between rows and groups and therefore, have some of the advantages and
disadvantages of each (Arthur-Kelly et al., 2007). While U-shapes are generally
teacher-centred, they also allow for opportunities for student-student
interaction (Arthur-Kelly et al., 2007). Desks in a U-shape position can be
formed when need be by moving desks together.
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The following questions will be helpful for you to consider
when you plan on setting out your classroom.
Ask yourself:
Can I see the
faces of every single student and can they see me?
Can everyone
see the board (if you're planning on using it)?
Can the
students see one another?
Can I move
around the room so that I can monitor effectively? (Budden, J 2008).
References
Arthur-Kelly, M., Lyons, G., Butterfield, N., & Gordon,
C., 2007, ‘Classroom Management: creating positive learning environments’,
Cengage Learning, Victoria: Australia.
