What is it?
Alternative seating is something that has surfaced in more recent years. With this style of classroom arrangement, neat rows of identical desks and chairs are a thing of the past and are replaced with a variety of seating options in both shape and size, creating what some have called a “Starbucks vibe” to the classroom (Havig, 2017). Also known as “flexible seating,” alternative seating can consist of a variety of types of tables, chairs, and surfaces. I don’t plan on getting too flexible and wild with my classroom arrangement, but I would like to have a few different options.
Seating arrangements are an important aspect of classroom environment that I, as a teacher, am fully in control of. Traditional desks in rows are useful in teacher-led classrooms and for individual work, but always have to be constantly rearranged for group work. In my classroom, I plan on having a lot of paired, group, and classroom discussions, so the idea of having students sitting in rows does not appeal to me. Placing the seats (a variety of desks and tables) in small groups will allow for easier interaction between both the teacher and students (Fernandes, 2008). Students will be conveniently next to and across from one another for group tasks, and the teacher can walk around and check in on groups easily, or even check on a few students at a time when working on individual tasks. I will also have individual seating (bean bags, floor pillows) spread throughout the edges of the classroom that students are able to use during individual work.
A benefit of having clustered seating is that students from diverse backgrounds can learn from one another, not only academically, but socially as well. Behaviors expected of students might be very different than behaviors expected at school (Ormrod, 2017). Seating students with one another will allow those students to learn from one another and understand the cultural norms of schools in our society. We as teachers need to model behavior, but sometimes students learn better if they’re seeing it and learning it from their peers (Ormrod, 2017).
Communication can certainly increase with group seating which can be both a negative and positive side effect (Fernandes, 2008). However, I believe that with a balance in how you select group seating, you can control both the amount and type of communication that is occurring in the classroom. I plan on letting students pick their seats at the beginning of the school year but letting them know that consequences and changes will occur if they abuse this privilege and choice. As budding young adults, students in middle school will appreciate the autonomy and it will also give the teacher an idea of the student’s motivation levels (Fernandes 2008). Ultimately, my hope is that students will learn how to control their communication when work is required, motivated by the freedom they have in choosing their seats and having seating that may be very different than other classes and “a breath of fresh air” for their typical school routine.
How will I use it in my classroom?
My classroom seating layout will have clusters of desk ranging in pairs to four at the most. I will, for the most part, have traditional desks, with a variation in color and height. Some will be shorter, like traditional desks, and some will be counter-height. All will have the appropriate seating, though also with a variety of styles and types of chairs. The only wildly alternative seating I will use in my classroom are the options available to students when doing individual work. Students will be able to use bean bags, crazy creek chairs, floor cushions and pillows, and wobble chairs.
As far as rules and regulations, I will have a few set in place to control student interaction and distractions. In the beginning of the year I will allow students to choose their own seats, letting them know that after a week, if it’s working and students are having minimal behavioral issues I’ll keep it, and if not, I will assign their sits or make at least a couple of changes. Group work won’t always be in their same groups; students will be allowed to temporarily change seats for a task or activity if we have time. Also, the individual seats lining the edges of the classroom will be open to students who prefer to have their own space when working on certain individual work, or when they have finished their work and would like to read quietly and away from others. The individual seats will also be open to students with attention disorders at all times if it allows them to focus work better.
Sources:
Fernandes, A. C., Jinyan, H., & Rinaldo, V. (2011). Does Where A Student Sits Really Matter? – The Impact of Seating Locations on Student Classroom Learning. International Journal Of Applied Educational Studies, 10(1), 66-77.
Havig, J. S. (2017). Advantages and disadvantages of flexible seating (Order No. 10619168). Available from ProQuest Dissertations & Theses Global. (1942412260). Retrieved from https://search-proquest-com.mutex.gmu.edu/docview/1942412260?accountid=14541
Ormrod, J. E., Anderman, E. M., & Anderman, L. (2017). Educational Psychology: Developing Learners. New York: Pearson.
Classroom Management Portfolio 