Why Space Matters
Designing a classroom that promotes positive teamwork and participation by individual students within a group must take the roles each member plays in the group or pair into consideration. Several studies discuss the correlation between an individual’s choice of seat within a group in relation to the group’s purpose. Molly Espey discusses such research conducted around this correlation: “Seating arrangements can influence communication patterns (Steinzor; Boocock; Hearn) and the role and perception of individuals within the group (Bales and Hare; Russo)” (p.767). From my observations in the classroom, each table tended to have at least one “spokesperson” who consistently volunteered solutions or ideas to the class discussion. Within each group or pair, however, more communication amongst students existed while working on various tasks. Each group member played a role in communicating his or her own comprehension of the content in the small group; the large difference was students’ willingness to share their thoughts in the large group setting.
In addition to an individual’s seat within their group or pair affecting participation by a student, but their preference of seat in different classroom arrangements can play a large role. Brigitte Burgess and Naz Kaya explain this concept of territoriality that may exist among students in the classroom space:
Territoriality involves marking, personalization, control, and defense of physical space where the
user’s presence is supported and confirmed by its physical arrangement (Brown, 1987). However,
the physical aspects of a setting, such as the furniture arrangement, the shape or size of the room,
and the allocation of spaces within the room, can influence its defensibility and how we orient
ourselves within a given space (Gifford, 2002) (p. 860).
In an inquiry in which this physical design will change on several occasions over a short period of time, it is very likely that some students will become uncomfortable due to the lack of ownership over some personal space. This is important to note that as the seating arrangements change, some resistance by students may exist because of the loss of comfort and familiarity of the new space. Because these changes will be happening so frequently, I felt it was critical to incorporate the opinions of each student when deciding the best ways to arrange the classroom in order to observe the collaboration and participation.
In addition to an individual’s seat within their group or pair affecting participation by a student, but their preference of seat in different classroom arrangements can play a large role. Brigitte Burgess and Naz Kaya explain this concept of territoriality that may exist among students in the classroom space:
Territoriality involves marking, personalization, control, and defense of physical space where the
user’s presence is supported and confirmed by its physical arrangement (Brown, 1987). However,
the physical aspects of a setting, such as the furniture arrangement, the shape or size of the room,
and the allocation of spaces within the room, can influence its defensibility and how we orient
ourselves within a given space (Gifford, 2002) (p. 860).
In an inquiry in which this physical design will change on several occasions over a short period of time, it is very likely that some students will become uncomfortable due to the lack of ownership over some personal space. This is important to note that as the seating arrangements change, some resistance by students may exist because of the loss of comfort and familiarity of the new space. Because these changes will be happening so frequently, I felt it was critical to incorporate the opinions of each student when deciding the best ways to arrange the classroom in order to observe the collaboration and participation.