During my practicum, I observed a lot of different classroom seating setups, and it became clear how much the layout can impact student learning. I saw the classic rows with students sitting in pairs, which encouraged quiet collaboration and kept things structured. I also visited a drama class where students could sit wherever they wanted, and the engagement was very high while the teacher still had great classroom management. My own practicum room had fixed lab tables, so flexibility was low and the seating naturally shaped how students interacted. Talking with students and teachers confirmed what I was seeing: It really all depends on what the class is doing that day. And, most importantly, we don't always get to have the best setup due to physical limitations. From these experiences, I think that seating plans have a major effect on students, but the “best” layout really depends on the subject, the task, and what the class needs.
Thanks Joseph! You're off to a good start with these thoughtful observations of different subject area classrooms and how they work in your practicum school. Good work!
ReplyDeleteIn preparation for your Inquiry 1 project, I suggest that you and Damanjit have some conversations with Physics and Math teachers in your practicum schools (and maybe even with UBC Physics educators like Marina Milner-Bolotin!), and maybe with other subject area teachers as well, to find out how they deal with classroom management and creating a variety of learning experiences with fixed science benches, and more flexible math classrooms, and way-more-flexible drama classrooms. It would be very interesting to hear what advice and commentary they have to offer! Thanks.