Teachers and seating arrangements and assignments

Abstract

Seating assignments and arrangements are utilized in every school classroom. This qualitative study explored the perceptions that teachers have on seating assignments and arrangements to gain a better understanding of how they make design considerations which impact their students. The questions that guide this study are: How do elementary teachers in Grades Two through Five describe their experiences with seating assignments and desk arrangements, and how do they make sense of these experiences as they relate to fostering the social, behavioral, and academic success of their students? The research was conducted by employing a qualitative approach. The researcher derived information from one-on-one interviews with five Lower School teachers at an independent school in Massachusetts. Banduras (1986) Triadic Reciprocal Model served as the theoretical framework. This model explained that behavior is a result of interactions among personal characteristics and environmental factors. Teachers reflected upon their personal experiences, their classroom environment, and student behavior. By considering these factors and their relationship with one another, teachers can make more informed decisions about classroom design and how they meet the social, emotional, and academic needs of students. The act of reflection was a positive experience for participants, but one that they rarely considered.