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Educ 5240, final written Assignment, unit 4
Creating Positive Classroom Environments (University of the People)
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Seating Arrangements In A Positive Classroom Environment
Department oF Education: University Of The People
EDUC 5240: CREATING POSITIVE CLASSROOM ENVIRONMENTS
Dr. Ummuhan Yesil-Dagli (Instructor)
July 14th, 2021
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Seating arrangements in class are inextricably linked to teaching techniques, distinct discourses,
particular assignments in addition to classroom management goals. According to (Ming-tak,&
Wai-shing, 2008), seating in the classroom speaks volumes about a teacher’s educational
philosophy and pedagogical practices. Based on my experience as a teacher, the three seating
arrangements I deem the most relevant are the pairs, groups of four, and the horseshoe or u-shape,
illustrated below. (images from Renard, 2019).
Pairs
I find the use of pairs reliable because it supports my view that learning is optimized when it
encapsulates the whole essence of an integrated discourse at a collaborative level(I use it for
partner talk at recall phase.), general class discussions and affords the room to move around
learners and other classroom spaces. With pairs, learners can also work independently. ( Renard,
2019) This is reinforced by Tomlinson & Imbeau’s (2010) proposition that the end result of
classroom design is to augment or enhance efficient teaching and learning practices.
Groups Of Four
Placing less than 5 in a group is ideal. (McKnight,2014). This arrangement enables me to deliver
high-level instruction to a smaller group of students as I can also utilize these groups as learning
stations for small group discussions. (Hilberg,Chang, & Epaloosse, 2003). It also allows me to
access learners who need my help, as well as make it easy to keep my eyes on students as they
work. (Tomlinson & Imbeau, 2010). I have used this for most of my differentiated activities during
reading. I spend time working with the group that needs support whilst others work independently.
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U-Shape
Depending on the kind of atmosphere I want to create or objectives for learning, (Donadello,
2017), I apply the horse-shoe seating arrangement. I have used this during discussions in my social
studies class, to synthesize group presentations, promote questioning during peer assessment
sessions, while at the same time creating a congenial atmosphere.
Pros
They are all convenient for diverse collaborative tasks, as I am able to get learners to pair up to
solve problems(Pair), work in a smaller group (Group of 4), or as a unit(u-Shape), to achieve their
zonal of proximal development. (Vinney, 2019). These seating layouts also allow for easy
monitoring and supervision of students as I can easily walk among students. (Tomlinson &
Imbeau, 2010)
Cons
These 3 have peculiar setbacks. For example, sitting in pairs can sometimes be disruptive as
poorly selected seating partners could lead to a regression in class involvement, disrupting the
whole class. Furthermore, The groups of 4, unlike the pairs and u-shape, requires students to be
placed in positions away from the direct view of the writing board or audiovisual resources placed
in the front view of the classroom. The u-shape design makes learners sit so close to each other
which in its self can be disruptive. (Johnson, Halocha, & Charter, 2007).
In conclusion, the optimal seating choice is the Pairs, it encourages group interactions, whiles
allowing learners to fully view the board and engage in whole class sessions with minimal
disruptions. (Tomlinson & Imbeau, 2010). Furthermore, student’s comfort (Donadello, 2017), is
catered for, because they do not have to turn or angle their necks to observe teacher modeling or
front view activities. Finally, teachers get enough room for maneuvering in order to work with
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different groups. According to (Ming-tak,& Wai-shing, 2008), all of the above contribute to a
positive classroom.
References
Donadello, L. ( Jan. 2017).The value of classroom seating.
https://eslauthority.com/blog/classroom-seating-arrangements/
Hilberg, R.S., Chang, J., & Epaloosse, G. (2003). Designing effective activity centers for
diverse learners. Center for Research on Education, Diversity & Excellence, pp.
1-11.
http://manoa.hawaii.edu/coe/crede/wp-content/uploads/Hilberg_et_al_20031.pdf
Johnson, J., Halocha, J., & Charter, M. (2007). Developing teaching skills in the primary
school. McGraw-Hill Education, pp. 29-42.
McKnight, K.S. (2014). Common core literacy strategies for ELA, history/social studies, and
the humanities, grades 6-12: Strategies to deepen content knowledge (grades 6-12).
John Wiley & Sons, Incorporated, pp. 131-142.
Ming-tak, H., & Wai-shing, L. (2008). Classroom management: Creating a positive learning
environment. Hong Kong University Press. Ebook Central, 48-50.
Renard, L. (Dec. 2019). 19 classroom arrangements fit for your teaching.
https://www.bookwidgets.com/blog/2019/12/19-classroom-seating-arrangements-fit-f
or-your-teaching
Tomlinson, C.A., & Imbeau, M.B. (2010). Leading
and managing a differentiated classroom. Association for Supervision & Curriculum
Development, pp 92-98.
Vinney, C.(January 29, 2019). What is zonal proximal development?
https://www.thoughtco.com/zone-of-proximal-development-4584842
