Effective Design <=> Effective Instruction
In my schooling experience, I found that most of my classrooms lacked creativity in the way they were designed. For the majority of my classes, I was seated in a row separated from all other students; few times I was seated with a partner in perhaps a science classroom, and it was a real rarity to be seated in a small group of students. I found that most of my high school learning occurred on an individual level, with most collaboration occurring only when I was assigned a group project. Bennett and Blundell found that “rows of desks reduce interaction among students and make it easier for them to concentrate on individual assignments,” (Bennett & Blundell, 1983). Because my teachers seemed to place their focus on individual learning, I now understand the intentionality behind their choice in arranging the physical space. Whether this is the best method in classroom instruction I cannot say, but that is why I was a bit surprised to begin setting up my classroom for this year in small groupings of four desks around the classroom. If seating students in desks separate from each other promotes individual learning, surely placing them together encourages collaboration at all times. Initially, I worried that this arrangement might be detrimental to student learning because of how freely students can communicate in this design. However, in a school that holds collaboration as one of its core value, this placement of students together started to make more sense.
The groups of tables are angled in such a way that each individual student can easily view all three whiteboards along the front wall of the classroom. When direct instruction does occur in the classroom, it is done via projector and whiteboard at the front of the class. Arranging the space so that students can receive instruction from the teacher and then move to group practice together provides a great balance between individualized and collaborative work. In my experience thus far in the classroom, all students have been able to easily access the instruction at the front of the classroom as well as work effectively with the peers in the table groups. Weinstein and Novodvorsky explain that a functional classroom seating arrangement should “allow students to have a clear view of instructional presentations,” and “be designed carefully to avoid distraction,” (Weinstein & Novodvorsky, 2011). This second practical tip is one that I was particularly concerned with in the set up of the classroom prior to students’ arrival on the first day of school.
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I now understand the intentionality behind their choice in arranging the physical space. |
While the groupings provided easy collaboration amongst students as well as providing mobility around the classroom for the teaching team, I worried about the ease of excess communication amongst students. While collaboration is a great method for students to peer tutor and help each other, this can occur at inappropriate times and lead to disruption of the classroom. I found that for the most part, students understood the responsibility they were given by this set up; however, there were some instances of distraction because of peers. Students were allowed to choose their seats on the first day of school, and I soon found out that many of them picked tables with at least one friend. Whether the occasional disruption by students is due to the physical layout of the desks or the personality of the students, I am not entirely sure, but I would infer that the setup does make it a bit easier. Fortunately, the spacing between groups allows for the teaching team to address the students involved and get them back on task.
Rough floor plan of the described classroom.
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Because student collaboration is emphasized in my classroom, I believe that this classroom layout is very valuable for students despite the potential negatives. The students in the room utilize each other as well as the teaching staff as resources when they need help with individual and group work, and they are able to direct their attention to the boards at the front of the room when necessary. Along with the arrangement of seating, our classroom displays a multitude of student work, consisting of current projects and exemplary past work. I think these displays are great for showing students examples of expectations and also providing guidance for projects current students will be tasked with. There is a round table and couch located in the back of the room, allowing for different workspaces besides the student desks. I think the addition of these seating areas is great when students work on differentiated assignments, and I definitely think this type of room design is something I will incorporate into my future classrooms. Now that I have seen the teacher intentionality behind the physical space of the classroom, I am interested to continue to observe other classrooms and see how their layouts help or potentially hinder student learning.
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Weinstein, C., & Novodvorsky, I. (2011). Middle and Secondary Classroom Management: Lessons From Research and Practice (4th ed.). Boston: McGraw-Hill.