Classroom Layout
Scenario
Amy Part 1:
Principal recommended that teachers should follow: “Teacher-centered instruction and teacher-centered activities”
Amy Part 2:
“Amy believed in collaborative learning and… rearranged the desks”
Amy Part 3:
“Amy kept her desks in groups and used the arrangement to initiate student centred learning activities... It was obvious that the children had never worked in groups, but Amy believed it would work, she tried to patient and hoped that the students would accept this arrangement when they became accustomed to it. She thought she should teach the children how to work in groups but wasn’t quite sure how… the discontent in the room seemed to be spreading. Amy’s confidence was waning…”
Principal recommended that teachers should follow: “Teacher-centered instruction and teacher-centered activities”
Amy Part 2:
“Amy believed in collaborative learning and… rearranged the desks”
Amy Part 3:
“Amy kept her desks in groups and used the arrangement to initiate student centred learning activities... It was obvious that the children had never worked in groups, but Amy believed it would work, she tried to patient and hoped that the students would accept this arrangement when they became accustomed to it. She thought she should teach the children how to work in groups but wasn’t quite sure how… the discontent in the room seemed to be spreading. Amy’s confidence was waning…”
Learning Environment
Amy, like many beginning teachers, will experience multiple problems in regards to student seating and learning styles. It is important for teachers to strongly take into consideration their student’s preferred learning style, and tailor their pedagogical beliefs to meet the needs of their students. Whilst Amy is a strong advocate for collaborative learning, it is important to consider utilising flexible classroom layouts that utilises various styles of seating arrangements to support student learning. It is important for teachers to consider the Physical Learning Environment, Seating Considerations, Seating Arrangements, and the table options: Rows, Groups, U-Shapes and Workstations.
Physical learning environment
The physical learning environment is critical to the effective management of a classroom and consequently, the successful teaching and learning of all students. The organisation of the physical learning environment reflects the teacher’s philosophy about learning expectations and approaches (McLeod & Reynolds, 2003). Teachers must consider all aspects of the physical learning environment as this can either enable or constrain a students’ learning (Foreman, 2008). Teaching spaces that are indoors must include activity spaces, transitional spaces and storage and resource spaces (McLeod & Reynolds, 2003). Consequently, the classroom should be designed with many spaces including students’ desks with view of the board when needed, floor space with view of the board when needed, a computer learning space and a wet area to be used effectively for a variety of activities. The classroom design should also allow enough space to enable smooth transitions between activities and easy access to storage cupboards with resources (Arthur-Kelly, Lyons, Butterfield & Gordon, 2007).
Seating considerations
To ensure students will learn to their optimum, individual students must be seated within the groups according to personality, physical disabilities, predispositions and academic ability levels (Spodek & Saracho, 1994). Teachers should consider where individual children sit in order to prevent students from constraining the learning of others. Seating arrangements should create a positive psychological and social learning environment to assist students to meet their psychosocial needs (Arthur-Kelly, et.al., 2007).
Seating Arrangement
The seating arrangement of the classroom ultimately reflects the teacher’s preferred teaching style. There is strong emphasis on the need to have a flexible classroom layout that may need to continually change to suit the learning needs of students and educational needs of the teacher. It is important that the furniture layout facilitates instructional methods, enables classroom management and assists students to meet their psychosocial and learning needs (Arthur-Kelly, et.al., 2007). It is important to design the physical layout to effectively provide appropriate areas for individual and group learning, and for the teacher to have visual contact with all students (Arthur-Kelly, et.al., 2007). There are four common layouts used by teachers in a primary setting; rows, groups, u-shapes and work stations. Each contains specific positives and negatives, suiting a particular learning purpose and teacher focus.
Rows
Classrooms arranged in rows, commonly involves students seated in pairs, facing the front of the classroom where most of the teaching takes place. The teacher style that reflects this seating arrangement is teacher-centred and individual deskwork (Arthur-Kelly et al, 2007). Rows are beneficial in re-establishing classroom control. Rows promote positive behaviour through: expectation of order and task instrumentality; allowing teacher supervision and monitoring; assisting non-verbal teacher-student communication; and restricting student off-task social interactions. The negatives related to having rows involve failing to provide for student’s social freedom needs, and they restrict the ability for group work learning (Arthur-Kelly et al, 2007).
Groups
Grouping students’ desks allows for inclusion and ensures that all students’ opinions can be heard by other students during group work and consequently, enables all students to feel that they are valued members of the class. This will result in the establishment a supportive and nurturing classroom environment, where all students feel safe and welcomed at school (NSW DET, 2001). By grouping students desks this enables social interaction and scaffolding to occur between and among students (Arthur-Kelly, et.al., 2007).
U-Shape
Single or double U-shape seating arrangements, combines rows and groups, and involves some of the advantages of both. This style appeals for teacher-centred learning, but provides opportunities for student interaction through the formation of small groups. Double U-shapes further enhance group function, however reduce whole-class discussion through limited eye contact (Arthur-Kelly et al, 2007).
Workstations
Workstations are best suited for classrooms that are activity based and groups are able to function independently. Teacher control in this setting is reduced, and involves well-practiced classroom management strategies. The classroom design enables the fulfillment of many learning and physical needs. This design restricts the ability to have a dedicated floor space for whole-class instruction, and students having an identified desk or space within the classroom. This seating arrangement should be compatible and support the instructional methods used in the classroom (Arthur-Kelly et.al., 2007). It would require students, either independently or as groups, to move between dedicated learning sites to complete series of work at that station. Work stations are beneficial in allowing students to interact and access learning materials that either involve a high set-up time or difficult to maneuver throughout the classroom (Arthur-Kelly, et.al., 2007).
How does this relate to the National Professional Standards for Teachers?
Professional Practice
Standard 4: Create and maintain supportive and safe learning environments
Focus: Manage classroom activities
Graduate 4.2.1 Demonstrate the capacity to organise classroom activities and provide clear directions
Focus: Manage classroom activities
Graduate 4.2.1 Demonstrate the capacity to organise classroom activities and provide clear directions