CONFIGURING CLASSROOM SPACE
Twos
This configuration enables partner work for any number of teacher directions: “Compare your answers with a partner and reconcile any differences” or “Turn to a partner and discuss how this character’s action compares with other books we’ve read by Judy Blume.” The pairs of desks can be arranged in such a way as to give the teacher maximum visibility and also to create aisles of movement for the teacher to get proximity to each student quickly, either for one-on-one help or for regaining wandering attention.
Circle
Either a circle or a “U” of chairs or desks enables eye contact among all the students and supports true discussion better than other arrangements. Many teachers report that the participation and interaction they want to induce among students in reform-oriented math classes simply don’t happen as well with traditional seating arrangements. So for teachers who work to “make stu- dents’ thinking visible” as we describe in Chapter 11, “Clarity,” this arrange- ment is highly desirable.
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Clusters
Students seated at clusters of desks or large tables support group work or com- mittee work where students need to talk with teammates. This arrangement also supports tasks for which materials need to be spread out for sorting, arranging, comparing, or making displays.
Rows
This traditional arrangement supports solo student work, listening, viewing, and test taking. It minimizes social distraction but does not prevent teachers from pairing students up for periodic summarizing during instruction.
Perimeter
In this arrangement, desks are placed around the perimeter of the room with the student chairs facing the wall. This arrangement reduces visual distraction, yet allows students sitting next to one another to consult each other and do partner work. The wall space in front of each student can be personalized with a corkboard and other displays pertaining to that student’s classwork or per- sonal artifacts. If students simply turn their chairs around, a “U” is instantly formed for class discussion or for participating in a teacher-led lesson. This flex- ible arrangement also gives the teacher a clear field and open path for reaching any student quickly for help or management purposes. The room has to be big enough so that all the students fit in the three-sided layout. The fourth side is usually the blackboard or whiteboard and presentation section of the room.
“U”s
This arrangement packs in many students in large classes efficiently, yet it sup- ports discussion, partner work, and proximity to the teacher. Teachers have a harder time getting close to students in the back row, but this is a good compro- mise for large class sizes.
Centers
This arrangement is intended for academic periods when students are expected to move around to different stations or centers. Each center has a display or a task with materials the students are supposed to engage in. Traffic aisles between centers have to be clear and wide enough to facilitate easy student movement. This arrangement requires clear and accessible directions at each station and feedback mechanisms so students get information on how well they have done with the task.
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CHOOSING THE BEST ARRANGEMENT
A key consideration in examining use of space is to note whether it is a rational use. That is, are things arranged deliberately to best support the kind of in- struction under way? If so, a second consideration is whether the arrangement varies when the instructional format or objectives change. Hence, use of class- room space can be classified according to one of the following levels:
Level 1: The teacher takes the space the way it comes (from the custo- dian, the previous period’s teacher, tradition, or something else).
Level 2: Space is arranged according to a conventional design and used conventionally and consistently, without variation.
Level 3: The space is rearranged periodically but experimentally, with- out a clear rationale, mostly just for change itself.
Level 4: The space arrangement is constant but appropriate for in- struction.
Level 5: The space is used flexibly for different instructional purposes at different times, matched to curricular goals.
Within a given arrangement of space, the placement of materials can further support instructional goals. Primary-grade teachers are often particularly thoughtful about the placement of various items in relation to each other. For example, art materials may be placed near a creative writing area to encourage painting as a follow-up to creative writing. This kind of attention to location and activity flow, though, applies equally well to high school. A display of nine- teenth century American art may be placed over the supply table where stu- dents periodically go for assignment sheets and to turn in papers in an English class. The display might serve as a stimulus for a unit on American authors of the period. References and connections to the pictures can be made when the instruction starts.