OKLA215
Introduction
We wanted to choose a topic that covers something that can be easily related to real-life classroom situations. That is why we started thinking about seating arrangements in the classroom and how it affects the interaction in class.
The aim was to take a deeper look on a few seating arrangements and examine their positive and negative sides and their suitability for certain teaching methods.
The question refined through our discussions and the final form was:
How does the seating arrangement affect interaction in a classroom?
The aim was to take a deeper look on a few seating arrangements and examine their positive and negative sides and their suitability for certain teaching methods.
The question refined through our discussions and the final form was:
How does the seating arrangement affect interaction in a classroom?
Theory
The learning environment consists of physical, social and mental aspects in which learning happens. The Finnish curriculum also states that the learning environment should support not only the interaction between teacher and student but also interaction between students as well. (Perusopetuksen opetussuunnitelman perusteet 2004.)
Physical learning environment can be understood as a conventional classroom or it can be seen as an informal and formal school where the learning happens outside and inside the school system (Manninen et al. 2007, according to Kuuskorpi & González 2011). The basic structure of a conventional classroom has not changed over the years because the basic element is still desks and a chalkboard (Kuuskorpi 2012, 17). Teachers do not question the meaning of this basic element (Nikkola&Löppönen 2014, 41.) Because of this we focus on the conventional classroom and how teacher can promote or prevent the interaction with seating arrangement.
Seating arrangement has a role in telling what kind of interaction is expected in the classroom. For example if the teacher does not expect group work with a certain seating arrangement s/he could do it.n(Nikkola&Löppönen 2014, 41.) If the desks are in rows the interaction is expected between the teacher and student and the focus is on the individual work. If the desks are in a circle, teacher might expect discussion.
Social relations can also been seen a factor for a specific seating arrangement. The factors which teacher should take into account when planning a seating arrangement are presented in Timo Saloviita’s book. Saloviita says that it is important that teacher decide the arrangement because if the students can decide there will be always a student who is left outside. Students of different level should be placed around the class. This also applies for students with behaving problems and with girls and boys. The seating arrangement should fit with the teaching style: if there is a lot of group work the desks should be in groups, for instance.
(Saloviita 2007, 72-73.)
Based on the literacy of physical learning environment and seating arrangements and our own experiences from practice we created a few factors which teacher should consider when planning and setting a seating order.
First of all, knowing your pupils is vital. This way a teacher can take into consideration any special needs a student might have considering his/her health, personality or a temperament. Also social relations between the students are important knowledge for the teacher especially on who is who’s best friend or whether there are certain pupils that should not be placed next to each other. Still it is important for the students to be able to communicate and work with everyone.
Second, the assignment and task could also be the focus when arranging the desks and chairs. Whether it is individual work, a task done in a small group, a class discussion or teacher teaching, the seating should be arranged differently. The role of interaction is a significant issue to consider.
Thirdly, ergonomical factors should be thought through as well. The students should be placed so that they feel comfortable seeing the teacher and the board. Also one factor once mention in Kiilakoski's article (2012) that the deks should be right sized for students. Thus there should be a proper sized desks for students in order to avoid health problems in the classroom.
Teacher should also understand that not all the seating arrangements work for any grade. Students age and the stage of development should always be considered when designing the seating arrangement. It is also important to gradually acquaint the students into new seating arrangement.
Kuuskorpi, M. 2012. Tulevaisuuden fyysinen oppimisympäristö - käyttäjälähtöinen ja muunneltava ja joustava opetustila. Painosalama Oy: Turku.
Kuuskorpi, M. & González, N. The future of the physical learning environment: school facilities that support the user. CELE Exchange 2011/11. OECD. http://www.oecd.org/edu/innovation-education/centreforeffectivelearningenvironmentscele/49167890.pdf.
Nikkola, T. & Löppönen, P. 2014. Oivalluksia ryhmästä – pintaa syvemmälle koulun ryhmäilmiöihin. Libris Oy: Helsinki.
Opetushallitus. 2004. Perusopetuksen opetussuunnitelman perusteet. Vammalan kirjapaino Oy: Vammala.
Saloviita, T. 2007. Työrauha luokkaan. Opetus 2000. Ws Bookwell Oy: Juva.
Physical learning environment can be understood as a conventional classroom or it can be seen as an informal and formal school where the learning happens outside and inside the school system (Manninen et al. 2007, according to Kuuskorpi & González 2011). The basic structure of a conventional classroom has not changed over the years because the basic element is still desks and a chalkboard (Kuuskorpi 2012, 17). Teachers do not question the meaning of this basic element (Nikkola&Löppönen 2014, 41.) Because of this we focus on the conventional classroom and how teacher can promote or prevent the interaction with seating arrangement.
Seating arrangement has a role in telling what kind of interaction is expected in the classroom. For example if the teacher does not expect group work with a certain seating arrangement s/he could do it.n(Nikkola&Löppönen 2014, 41.) If the desks are in rows the interaction is expected between the teacher and student and the focus is on the individual work. If the desks are in a circle, teacher might expect discussion.
Social relations can also been seen a factor for a specific seating arrangement. The factors which teacher should take into account when planning a seating arrangement are presented in Timo Saloviita’s book. Saloviita says that it is important that teacher decide the arrangement because if the students can decide there will be always a student who is left outside. Students of different level should be placed around the class. This also applies for students with behaving problems and with girls and boys. The seating arrangement should fit with the teaching style: if there is a lot of group work the desks should be in groups, for instance.
(Saloviita 2007, 72-73.)
Based on the literacy of physical learning environment and seating arrangements and our own experiences from practice we created a few factors which teacher should consider when planning and setting a seating order.
First of all, knowing your pupils is vital. This way a teacher can take into consideration any special needs a student might have considering his/her health, personality or a temperament. Also social relations between the students are important knowledge for the teacher especially on who is who’s best friend or whether there are certain pupils that should not be placed next to each other. Still it is important for the students to be able to communicate and work with everyone.
Second, the assignment and task could also be the focus when arranging the desks and chairs. Whether it is individual work, a task done in a small group, a class discussion or teacher teaching, the seating should be arranged differently. The role of interaction is a significant issue to consider.
Thirdly, ergonomical factors should be thought through as well. The students should be placed so that they feel comfortable seeing the teacher and the board. Also one factor once mention in Kiilakoski's article (2012) that the deks should be right sized for students. Thus there should be a proper sized desks for students in order to avoid health problems in the classroom.
Teacher should also understand that not all the seating arrangements work for any grade. Students age and the stage of development should always be considered when designing the seating arrangement. It is also important to gradually acquaint the students into new seating arrangement.
Kuuskorpi, M. 2012. Tulevaisuuden fyysinen oppimisympäristö - käyttäjälähtöinen ja muunneltava ja joustava opetustila. Painosalama Oy: Turku.
Kuuskorpi, M. & González, N. The future of the physical learning environment: school facilities that support the user. CELE Exchange 2011/11. OECD. http://www.oecd.org/edu/innovation-education/centreforeffectivelearningenvironmentscele/49167890.pdf.
Nikkola, T. & Löppönen, P. 2014. Oivalluksia ryhmästä – pintaa syvemmälle koulun ryhmäilmiöihin. Libris Oy: Helsinki.
Opetushallitus. 2004. Perusopetuksen opetussuunnitelman perusteet. Vammalan kirjapaino Oy: Vammala.
Saloviita, T. 2007. Työrauha luokkaan. Opetus 2000. Ws Bookwell Oy: Juva.
Circle
This seating arrangement has two functions. First of all, the circle of desks provide individual work space. Every pupil’s face is towards a wall or a window so there isn’t anything which might get pupil’s attention. At least if the window is closed. Also each student has a neighbour whom one can talk with or work with if they face a difficult task. Teacher has also taken into account different pupils. Overactive students are near to teacher. Student with visual impairment is sitting in front of the smart board and close to teacher. Second, in the beginning of every lesson they turn around their chairs so they create a circle in which everyone can see each other. This formation provides natural place to interact. Thus everyone can see each other’s face, they do not have to turn around to hear what someone is saying. Being in a big group also is a good place to learn how to listen and respect when someone is speaking. Also this formation do not highlight the role of a teacher. He or she is a part of the group, in the same level as pupils.
The circle of chairs-formation can be used in many ways. They can discuss what they have done during the weekend. Teacher can explain what they are going to do during the day. Introduction of a lesson could be told in the circle or teach something. It can be more formal or informal: teacher decide whether he or she gives turns to speak or let the pupils speak freely but respecting each other.
Furthermore, there can be created third formation. If teacher wants to teach something in front of the smart board or chalkboard the students can arrange their chairs into three rows. Although it might disturb that there is some noise when they are moving the chairs it is good movement for the pupils. They might pay attention more carefully when there is some movement during the lesson.
This seating arrangement has also downside but it is manageable. When students are in their desks it is hard to get their attention. There is no use to scream behind their backs. Maybe some signal could help: when pupils here the signal they have to turn around and listen to the teacher.
Also this seating arrangement isn't the best option for group work. It emphasizes individual work or whole group interaction but dividing the class into groups is more difficult.
Open group concept
In this one, desks are arranged the way that the students are in small table groups while they all face the chalk/white board. This encourages the interaction within students' table group. They can hear each other and almost everybody can see each other, too.If the teacher is teaching by the white board this seating arrangement allows interaction between the teacher and the students as well. The teacher is able to see everyone and monitor what is going on on students' desks.
For whole-class discussion this seating arrangement does not work since some students are placed behind somebody's back.
Sitting in groups
Planning to organize desks in smaller groups there is quite many things to consider concerning interactions between pupils. First challenge is how to make all the groups equal. How should teacher organize is without making groups and ability rating too obvious? Some people might think that it is a good thing and pushing more skillful pupils forward better. On that case there is danger that lower ability pupils will be left behind. Teacher must consider really carefully all of those groups separately. How to divide pupils same level group where some pupils might push some students forward and make the effort for them too.
One solution, I have seen, is to make a sociogram from connections between pupils. Pupils were asked to nominate different type of pupils in their own classroom. There were a few different type of person they needed to nominate: “My best friend”, “The person who am I most effective with” “The person I cannot work together”, for instance.Taking time using this kind of sociogram is important part of knowing your pupils. Teacher will get information and can make effective connections deciding sitting order. Teacher also needs to know the personalities of pupils and how thy will react to different kind of stimulations.
One problem in this kind of sitting order is will teacher manage to organize the whole classroom that everyone can see to the board without being in really uncomfortable ergonomic position. How to make it possible? The classrooms are not huge and every pupils have to have vision towards teacher and the board. That takes us to a situation what if there is someone needing special treatment? What about the disabled kids who needs to have certain place in the classroom?
If you manage, as a teacher to organize and make the perfect sitting order in groups, you can use it really effectively start using group works and working with pairs. Finding good connections between pupils helps them to discuss and work together with different kind of tasks. That increases also interactions between pupils. In that case there is more ‘pupil talk’ and the percentage of ‘teacher talk’ gets lower. That increases co-operational way to learn. In this kind of sitting order there is always a chance to have disorganized actions in classroom and it gives a better chance to have negative interactions. Pupils might talk more even when they need to listen and they can also use this opportunity to ‘go with the flow’ with the group. If there is more confident or some pupils takes too big role in the group that could decrease effective interactions between pupils.
Conclusion
As we can see teacher need to take a view from every aspect when planning a seating arrangement as we earlier described in the text. There is many possibilities of arranging seating order and there is always two sides of the cone in the result. There is not any right or wrong answer to our question. It depends what teacher expects from the children whether she or he wants to have fruitful conversations or individual, quite work. But based on our experiences and literacy, we made a conclusion that teacher can affect interaction by creating a seating arrangement in which children can see each other and encourage the expected conversation.
As a teachers we need to remember give time and space for pupils to get use to these differend kind of, new seating orders. You cannot give up after two weeks and try a new one. That makes pupils only more confused and restless. If you explain and tell your pupils why we are sitting like this and what we are practicing with this kind of seating order that will increase their understanding and capability to try new different things. One really important thing is always to teach them to adapt into a new situations.
We also discussed whether learning could develop into a new level if not only situated around a certain seating arrangement. For example what are the opportunities to organize the classroom differently maybe even without the desks. Would that increase the interaction between the students? Also we would like to question should the teaching even take place in the classroom. This would be the next issue to consider and investigate.
As a teachers we need to remember give time and space for pupils to get use to these differend kind of, new seating orders. You cannot give up after two weeks and try a new one. That makes pupils only more confused and restless. If you explain and tell your pupils why we are sitting like this and what we are practicing with this kind of seating order that will increase their understanding and capability to try new different things. One really important thing is always to teach them to adapt into a new situations.
We also discussed whether learning could develop into a new level if not only situated around a certain seating arrangement. For example what are the opportunities to organize the classroom differently maybe even without the desks. Would that increase the interaction between the students? Also we would like to question should the teaching even take place in the classroom. This would be the next issue to consider and investigate.