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.