Classroom Layout Research Articles

Using a Technology-Enhanced Active Learning Classroom to Teach English: A Help or Hindrance?

Educators view active learning as a pedagogical enabler for preparing students for the demands of today’s workplaces and equipping students with 21st century skills such as critical thinking, problem solving, collaboration, and teamwork. However, there seems to be a noticeable incongruity between the eagerness on the development of 21st century skills and the learning spaces where these skills are intended to be acquired. The significance of learning spaces and their potential for facilitating or impeding students’ active engagement should not be overlooked. Considering the indispensability of technology in today's world, its integration becomes crucial not only in today's pedagogy and curriculum but also in the design of learning spaces. This study aims to investigate teachers’ perspectives of teaching in a technology-enhanced active learning (TEAL) classroom by exploring their experiences of using the TEAL classrooms, the factors affecting their experiences, and how these factors shape teaching experiences from the viewpoint of teacher participants. This study adopts a mixed methods approach where quantitative and qualitative data collection and analysis are incorporated to address the research questions. Findings of the study suggest that the majority of classroom users had a positive overall impression of the TEAL classrooms with some discussing the challenges they encountered. Analysis of the data shows both classroom-related and non-classroom related factors influencing teachers’ teaching experiences. Classroom-related factors encompass aspects such as classroom layout and the technology embedded within the classroom environment. On the other hand, non-classroom related factors are classified into course-related, teacher-related, and student-related factors.

Exploring positional and dimensional aspects of topographic space for advanced-level British Sign Language learners

Abstract This study investigates how British Sign Language (BSL) learners develop positional and dimensional aspects of topographic space. The teaching of BSL has been occurring at an increasing rate, and many people are learning to use BSL to the advanced levels, which are generally referred to in the UK as BSL Levels 4 and 6 and are loosely equivalent to pre-C1 (advanced) and C1 (proficient), respectively, on the Common European Framework for Reference (Languages) scale. Spatial grammar is a crucial aspect of BSL (Brennan 1992), and this article provides insight into issues related to learning how to use topographic space, a feature of spatial grammar whereby real-world referent locations are replicated in the signing production. This study of L2 advanced learners of BSL explores the numbers and types of errors that are made when applying topographic features into their signing, with a particular focus on positioning and dimensionality aspects. Two scenarios are used do this: classroom layouts (Task 1) and a courtroom layout (Task 2). The study concludes with reflections on how BSL teachers can support L2 learners in improving their development of topographic skills.

A Meta-Model Of E-Collaboration In Classroom Organization And Cbc Learners Performance In Public Primary Schools In Kilifi County

Classroom management is a significant aspect that matters a great deal to enhance student learning. Past studies have established a link between classroom management and student performance. Specifically, this study intends to fill existing knowledge gap on classroom organization and arrangement and classroom management time. This paper seeks to establish the effect of classroom layout of the seating patterns on students’ outcomes on improving CBC learners’ performance in primary schools in Kilifi County. The study also aims at finding out the effect of organization of classroom occurrences on improving CBC learners’ performance in primary schools in Kilifi South Sub-County. Two independent variables will guide this study and a dependent variable. This study was significant in providing support to both public and private schools during this COVID-19 era where learners are using more technologically based learning equipment and materials. This study will also provide novel insights to the Ministry of Education and policy makers in enacting suitable polices to enhance teaching and learning in primary schools. and Eison’s Active Learning Continuum and Classroom-Based Model of Student Engagement were the foundational theories of this study. Descriptive research design was applicable for this study a nd t he target population of the study was 65 public primary schools in Kilifi Sub-Counties. Sampling was carried out by use of simple random sampling and convenience sampling where a sample size of 30% of the population was achieved hence a 20 Public primary schools form Kilifi County. Structured questionnaires were used as the focal data collection instrument. Classification of data was done and data analysis was carried out by use of Statistical Package for Social Sciences (SPSS), (version 22.0). Data was presented by descriptive and inferential statistics for simplification purposes. One of the findings of this study was that most primary schools in Kilifi Sub-Counties had similarities and differences in the classroom organization and arrangements patterns for the entire of terms of the year. The implication of this phenomenon was that classrooms are arranged to enhance student’s learning. This reflects the significance of primary school teachers with appropriate materials and equipment to establish appropriate classroom arrangements to enhance learner performance. One of the findings from this study was the diversity efforts in enhancing CBC learners team learning. It was concluded that efforts used by CBC teachers to ignite creativity through sharing of opinions and experiences provided new ways of learning. The study recommends that CBC teachers should be facilitated in order to share online space organization and enhance e-collaboration with teachers from other environments. This was significant as it would aid in enhancing learner’ concentration enhancing the ability of good time management. This was projected to improve overall learner’ outcomes.

Gestures, Objects, and Spaces: Exploring Teachers' Multimodal Communication in Nursery Schools.

This study builds on the increasing evidence that the multimodal nature of adult-child interactions and the use of objects play an important role in early linguistic development. Most of these studies analyzed dyadic interactions at home, whereas few research has been conducted in early childhood education and care settings. In this paper, we characterized the multimodal nature of teachers' communicative bids during classroom-based group interactions in nursery schools. Observational data of circle-time activities was collected from 16 Spanish nursery school classrooms, comprising 16 teachers and 161 children between two and three years of age. We analyzed teachers' communicative bids (i.e., verbal utterances and verbal-gestural bids) considering the frequency of use of different types of gestures, to whom are they addressed (i.e., the whole group or a single child), the extent to which they involve the use of objects, the classroom layout, and the relationship between the communicative bids and the number of children that participated in each classroom. Teachers' communication with toddlers is highly multimodal and rely on different types of gestures, although the use of objects in our sample was scarce. Descriptive analysis suggest that certain classroom layouts may favor teachers' use of some types of gestures over others. In this article, we discuss the implications of both the use of objects and space for understanding how adults shape the linguistic contexts of young children, and the potential opportunities and limitations they pose for classroom interactions.

ANALISIS MANAJEMEN PENGELOLAAN KELAS DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MULTILINGUAL DENGAN MODEL CONTEXTUAL TEACHING AND LEARNING

“The contextual teaching and learning model is Among several student management developed by combining classical learning by teaching staff at MTs Putri Nurul Huda Situbondo. The type of research used is qualitative research with a case study approach. The informants in this research were school principals, teachers, and students. Data collection techniques employed observation, interviews, and documentation studies. In this research, researchers used several stages of data analysis, namely the data condensation stage, data presentation stage, making temporary conclusions, and verification activities. The research results concluded that there are four stages of student management in improving multilingual communication competence: classroom layout management skills, time management skills and material coverage, and student management skills through language games. The CTL learning model is carried out in the planning stage, namely by making a learning implementation plan that refers to the independent curriculum, then the implementation stage, which contains three activity stages, namely preliminary activities, core activities, which contain the components of constructivism, inquiry, asking, learning community, modeling, reflection, then Closing activities use authentic assessment.

Prior experiences as students and instructors play a critical role in instructors’ decision to adopt evidence-based instructional practices

BackgroundThere has been a growing interest in characterizing factors influencing teaching decisions of science, technology, engineering, and mathematics (STEM) instructors in order to address the slow uptake of evidence-based instructional practices (EBIPs). This growing body of research has identified contextual factors (e.g., classroom layout, departmental norms) as primary influencers of STEM instructors’ decision to implement EBIPs in their courses. However, models of influences on instructional practices indicate that context is only one type of factor to consider. Other factors fall at the individual level such as instructors’ past teaching experience and their views on learning. Few studies have been able to explore in depth the role of these individual factors on the adoption of EBIPs since it is challenging to control for contextual features when studying current instructors. Moreover, most studies exploring adoption of EBIPs do not take into account the distinctive features of each EBIP and the influence these features may have on the decision to adopt the EBIP. Rather, studies typically explore barriers and drivers to the implementation of EBIPs in general. In this study, we address these gaps in the literature by conducting an in-depth exploration of individual factors and EBIPs’ features that influence nine future STEM instructors’ decisions to incorporate a selected set of EBIPs in their teaching.ResultsWe had hypothesized that the future instructors would have different reasoning to support their decisions to adopt or not Peer Instruction and the 5E Model as the two EBIPs have distinctive features. However, our results demonstrate that instructors based their decisions on similar factors. In particular, we found that the main drivers of their decisions were (1) the compatibility of the EBIP with their past experiences as students and instructors as well as teaching values and (2) experiences provided in the pedagogical course they were enrolled in.ConclusionsThis study demonstrates that when considering the adoption of EBIPs, there is a need to look beyond solely contextual influences on instructor’s decisions to innovate in their courses and explore individual factors. Moreover, professional development programs should leverage their participants past experiences as students and instructors and provide an opportunity for instructors to experience new EBIPs as learners and instructors.

The power of the communicative approach: An investigation of classroom practices of English teachers working in vocational high schools

AbstractThis research examines classroom methodologies aligned with the communicative approach, gauging the perspectives of English teachers working within vocational high schools (VHSs). The study, employing a qualitative case study research design, engaged 10 teachers from diverse backgrounds. The participants volunteered for the study and were selected through a maximum diversity sampling technique, a purposeful sampling method. The research methodology encompassed data collection through interviews, observations, and document analysis. Content analysis was applied to scrutinize interview data, whereas observational and document‐based findings were subjected to descriptive analysis techniques. The study revealed a prevalent utilization of teacher‐controlled activities and a predominant teacher‐centric classroom layout among teachers. Notably, a considerable proportion of in‐class time was allocated to grammar instruction, whereas comparatively lesser emphasis was placed on fostering reading, speaking, writing, and listening skills. Moreover, it was found that multiple‐choice tests and alternative assessment formats such as performance evaluations and projects were exclusively employed; using other alternative assessment approaches like observations, interviews, learning diaries, and portfolios was rare. It is also found that English instruction in VHSs heavily relies on textbooks, supplemented by the occasional integration of audiovisual materials. Overall, teachers expressed a consensus that there exists a need for enhancement in curricular frameworks, teaching aids, as well as assessment and evaluation tools within the English instruction domain.

Troubling the boundaries of traditional schooling for a rapidly changing future – Looking back and looking forward

Rapid technological advancements, globalisation, environmental crises, and ongoing conflicts have contributed to an increasingly quickly changing social, cultural, and work environment for current and future generations. In this paper, we argue that the traditional schooling system and approaches to curriculum and pedagogy that are based on nineteenth century industrial age models might reach their limit to prepare students sufficiently for the expectations and challenges of life and work in future. While so-called 21st-century education has seen a nominal change in classroom layouts and increased use of teaching technology, we would argue that not much has changed in terms of the underlying structures of schools and the mostly pre-described curriculum schools and teachers must operate under. While current education systems struggle with many challenges from teacher burnouts to increasing student dis-engagement (e.g. rising truancy in New Zealand), we posit that new challenges lie ahead that will further disrupt, if not implode, current approaches to schooling and curriculum. Drawing on theories such as Biesta’s World-Centred Education and Pinar’s notion of Currere to reconceptualise curriculum, we would argue that schooling needs to move away from the traditional ‘static map’ of curriculum content to a more dynamic approach to schooling that allows teachers and schools to chart new territory, together with their students, for a rapidly changing future. As guiding compass of sorts for dynamically exploring an uncertain future with students, we propose Teschers educational approach to Schmid’s Art of Living as a starting point.

Desain Layout Ruang Kelas dengan Pendekatan Ergonomis Human-Centered Approach

The classroom is a room that functions as a place for theoretical, practical learning activities that do not require special equipment and practice with special tools that are easy to provide. One practice with special tools that is easy to provide is learning Information and Computer Technology (ICT) using a laptop. Not all schools have an ICT practice room. ICT practical activities are carried out in the classroom. Therefore, it is necessary to create guidelines for designing classroom layouts as modifications to classrooms that will be used as ICT practical learning spaces. The method used in designing classroom layouts is an ergonomics approach, namely the Human-Centered Approach. Classroom design using an ergonomics approach is carried out by placing humans at the center of the design or the Human Centered Approach. The design of the classroom layout as an ICT learning space is carried out by adapting to the requirements set out in the Regulations of the Ministry of Education, Culture, Research and Technology which contain classroom requirements and are combined with ergonomic principles. Class layout design begins with creating an initial layout, then a configuration layout and simulating teacher mobility in the configured class layout. The class layout design was made using Microsoft Visio software and the teacher mobility simulation was carried out using Promodel software. From this research, results were obtained in the form of 2 (two) alternative classroom layout designs as ICT learning spaces.

Assessing the impact of air purifier and scheduled natural ventilation on pollution-ventilation nexus in a near highway infant school

The combined application of technological intervention and natural ventilation were studied by using air purifier and window opening to investigate their effect on classroom air quality (CAQ) in two classrooms of an infant school. One classroom was located adjacent to the highway (classroom A) and occupied by younger students, and the other was away from the highway and occupied by older students (classroom B). Four ventilation scenarios along with the use of HEPA air purifier were studied; (1) partial ventilation (single window open); (2) continuous ventilation (all windows open); (3) no ventilation (all windows closed) and air purifier in operation and (4) scheduled ventilation (windows opened during non-occupancy period) and using air purifier during occupancy period. Partial ventilation has up to 27%, 18% and 9% improvement in PM10, PM2.5 and CO2 concentration respectively in classroom B, with no improvement in classroom A. Continuous ventilation resulted in 15%, 6% and 21% reduction in PM10, PM2.5 and CO2 concentration, respectively, in classroom A and no improvement in classroom B. Using air purifier with windows closed has no effect on CAQ in classroom A and 18%, 17% reduction in PM10 and PM2.5 concentration, respectively, in classroom B. Scheduled ventilation using air purifier resulted in reduction of up to 36%, 14% and 28% in PM10, PM2.5 and CO2 concentration, respectively, depending upon the classroom. No change found in PM1 concentration in both the classrooms under all ventilation scenarios. The CAQ and the effectiveness of the interventions depend on children’s activities, classroom layout and teachers’ ventilation behaviour which is affected by classroom’s proximity to highway. The CAQ and thermal comfort can be improved significantly in a more cost-efficient way by strategizing the application of technological and natural interventions in a naturally ventilated classroom.

AN ANALYSIS OF CLASSROOM MANAGEMENT USED BY TEACHER IN TEACHING ENGLISH

This research used a qualitative research design. The English teacher at SMAN 1 Enrekang's 11 IPA 1 grade served as the study's subject. In-depth interviews and observation were the research tools used to get the data. For both the interview and the field notes, the researcher utilized semi-structured questions. The five aspects of classroom management that were the focus of the study were discipline, rules and routines, relationships, engaged and motivated instruction, and physical design. The actual layout of the teacher's classroom had two separate seating configurations. The first arrangement was in tidy rows for when the teacher delivered lessons and made presentations. The second arrangement had separate tables set up for small group discussions. This demonstrated the teacher's flexibility in changing the seating position to accommodate various class activities. The teacher devised routines to encourage discipline and enthusiasm in the learning process, as well as a learning agreement with each student at the start of each lesson. The teacher used team-building exercises that required collaboration to reach a common objective as well as small group talks to encourage relationships among the students. In order to establish relationships with the pupils, the teacher also adopted a personal style, frequently encouraging them at the beginning of lessons and complimenting their efforts. The teacher used a variety of teaching tools, including a whiteboard for presentations and questioning and laptops and speakers for games, to keep the class interested and motivated.

Relationship between physical classroom layout and students' disruptive behaviour in mixed secondary schools in Kisauni Sub-county, Mombasa County, Kenya

This study sought to assess and recommend ways of solving the problem of students’ disruptive behaviour in the classroom in mixed secondary schools in Kisauni Sub-County, Mombasa County, Kenya. The objective of this study was to determine the relationship between classroom layout practices and student disruptive behaviour in the classroom mixed secondary schools in Kisauni sub-County, Mombasa County, Kenya. The data was collected and analysed using a descriptive design, and the study's target population included 24 mixed secondary schools, 96 class teachers, and 840 form four students in Kisauni Sub-County. The study sampled 8 schools and 24 class teachers using both the purposive and simple random sampling techniques. A simple random sampling technique was used to select the actual students/respondents to participate in the study. Descriptive statistics computed included means, frequencies, standard deviation and percentages. In order to test hypotheses, f- and t-statistics shall be computed to test significant statistical differences at a 95% significance level. Data was presented in tables, diagrams and charts. There is a moderate correlation between practices on physical classroom layout and students disruptive behaviour (r =.305, p .000<.05, ? = .305, p =.000<0.05, t = 4.914). The study is significant in that it will help teachers understand different student disruptive behaviours in secondary school, which will give directions on how to curb such behaviours. The findings of this study shall be used by school administrators and the government.

Let Students Work: Analysis of the Role of Differing Facilitation on Student Engagement in a Large Stadium-Style Lecture Hall.

The classroom environment is shaped by factors such as facilitation style, curricular design, and classroom layout. These factors are all inputs into student framing of the classroom environment and affect a student's comfort interacting within it. Promoting student discourse in active learning environments provides students the opportunity to explain their thinking and develop their understanding of natural phenomena. However, successfully implementing these practices in large lecture environments is often difficult. Undergraduate introductory chemistry lectures were investigated to identify the effects that instructional practices had on student engagement. Instructor facilitation, question level, and student interactions were analyzed and compared to provide insights into what instructional practices may promote or hinder student engagement in a large enrollment course. Overall instructors were positioning themselves as an authority on knowledge in the classroom by leading questions authoritatively like instructor-focused didactic lecturing that led to a decrease in student engagement. These results highlight the complexity of the classroom ecosystem related to student interactions and the role that facilitation plays in social and cognitive engagement.

Lightweight modular construction of school classrooms, reverberation time prediction versus field testing

Lightweight modular schools are in the early phases of being designed and constructed throughout NSW as part of Schools Infrastructure “Modern Methods of Construction (MMC).” This method proposes the use of CLT (Cross Laminated Timber) panels, timber floor and wall cassettes, and/or hybrid systems. Schools Infrastructure NSW has developed, along with PKA Acoustic Consulting’s acoustic input, the “Kit of Parts” catalogue which utilises predetermined set of components that can easily be assembled and constructed. The classroom layout is therefore defined and can be incorporated into the acoustic predictive model. Additionally, the absorption characteristics of lightweight constructions differ to conventional construction and therefore should be considered. This presentation discusses the significance of construction type and fitout finishes, by comparing predicted reverb times of modular lightweight classrooms with in-situ absorptive testing at various cold shell, warm shell, and completed fitout stages of a school classroom and open learning space.

Interactive Pedagogical Approach to Teaching in Nigerian Universities: Using Metaverse as Enabling Technology

This paper explored metaverse literature and scholarly works to dissect the concept and potential s of metaverse, being a combination of three-dimensional virtual and real world inhabited by blockchain, artificial intelligence, digital twins, and other cutting -edge intelligent technologies. The study revealed that Metaverse offers a fully immersive educational experience like real-world classroom layouts in 3D form or constructed as partially or fully virtual scenes according to the learning content and the resources can be visualized, especially for the invisible or abstract concepts, items, or events in the physical world. The study further revealed the various challenges confronting the utilization of metaverse technologies in Nigerian Universities which range from inadequate infrastructural facilities, poor research activities, lack of stable electricity, lack of bandwidth and connectivity, inadequate ICT facilities and lack of technically experienced lecturers . The researchers recommended that government should allocate 26 percent of her total budget as recommended by UNESCO to educational sector to enhance the provision of necessary infrastructural facilities needed for the utilization of metaverse technologies in Nigerian Universities. The researchers further recommended that Federal, State government and Universities should undertake in-service training of lecturers through workshops, conferences, seminars and symposia on usage of metaverse, connect the Universities to stable electric grid , employ only competent and qualified lecturers as well as motivate them in terms of salary and other allowances so as to enable them discharged their duties effectively.

Evacuation behavior under violent attacks in classrooms based on experiments and interpretable machine learning method

Extremely violent crimes seriously affect campus safety. However, there is a lack of studies on evacuation behavior in such events, and there are no effective strategies for emergency response and evacuation. To better understand evacuation behavior in campus violent attacks, this paper designs an experiment of classroom violent attacks and tries to predict the evacuation outcome with random forest algorithm based on the experimental data. Then an interpretable machine learning method named Shapley Addictive Explanations is used to study the factors affecting the evacuation outcome. The results show that the random forest model outperforms other models in prediction, with an accuracy of 96.5% on the validation set. The mean distance between participants and attacker is the most important factor with a positive effect. The second most important variable is the evacuation preparation time, with shorter preparation time being related to a higher probability of successful evacuation, except in cases where the attacker is noticed just before the attack is about to occur. Participants are more likely to successfully evacuate if they are seated in the middle row rather than in the front and back, but there exists a complex interaction between the initial location and attack route. The attack route and classroom type have a small influence, while the effect is monotonic: the attacker entering through the front door, as well as the examination classroom layout, are associated with increased chances of a successful evacuation. This study can contribute to developing security guidelines and contingency plans for campus violent attacks.

Impact of flexible seating on the quality of teacher-student interactions with coping to stress adaptation and mental health of elementary students in Quebec

ABSTRACT To meet the requirements of the 21st century school, it would therefore seem necessary to rethink how mental health is organized and particularly within the physical learning environment. This has been done in Quebec, Canada, where ‘flexible’ seating allow students to choose where they sit and work during the day. Student-student and student-teacher exchanges also have an impact on the mental health of children in school. Indicators of mental health were studied among 107 students in three flexible seating group and three fixed seating group. Two models were created based on gender, and Student T-tests were used for two databases. Another database for teachers was analyzed descriptively by group. Girls in the flexible seating group had lower scores for internalizing problems, inattention/hyperactivity, school problems, and emotional symptoms compared to girls in the fixed seating group. For boys, there was a decrease in school problems alone and an increase in the other variables. For teachers, there was an upward trend in median scores in the flexible seating group. In general, classroom layout appears to have played a role in the students’ school mental health and a particularly beneficial role for girls. In practice teachers should consider that some of their students may not feel comfortable in a flexible layout. More support and help from the teacher to these students could help them to cope with the changes brought by flexible seating. Beyond the students’ comfort, for teachers, this would allow them to meet their students’ needs through differentiated instruction and differentiated learning.

Analysis of the Reasons for Abandoning the Traditional Classroom Layout

With the development of the times, more and more people are beginning to notice that the traditional classroom layout is no longer able to meet the learning needs of students. The 21st century classroom layout has become more helpful to students. This study summarizes and compares the views of different groups of people on 21st century classroom layouts and the experiments that have been carried out to conclude that innovative classroom layouts are helpful and should be promoted. The traditional classroom layout with its difficult-to-move tables and chairs no longer meet the Socratic education that contemporary students need. The 21st century classroom layout with more mobile tables and chairs and an innovative environment is better suited to the needs of students for collaboration and discussion in the classroom. At the same time, it stimulates students' creativity and imagination.

An institutional modernization project in chemical engineering education in Brazil: Developing broader competencies for societal challenges

Contemporary societal challenges put in evidence the need to improve the hard and soft skills of chemical engineering students. To promote a more student-centered approach, active-based learning, and improved assessment strategies, the Brazilian government approved the so-called New National Curriculum Guidelines (NCG) for engineering courses. To comply with those guidelines, the Department of Chemical Engineering of the Polytechnic School of the University of São Paulo (USP) is currently developing an educational modernization process sponsored by the Fulbright Commission in Brazil, called Special Program for Modernization of Undergraduate Education (PMG). The project is based on three pillars of modernization: content (what), form (how), and infrastructure (where). This paper describes initiatives in each of those pillars: content and format changes in Chemical Reaction Engineering and Process Safety courses and the creation of new spaces for a student-centered approach (an innovative classroom layout and a makerspace). By gathering two concrete classroom experiences guided by a broader institutional educational policies (the PMG project and the NCG), this paper highlights that slight changes can lead to great improvements in the learning process, leading to more engagement in the development of hard skills while favoring improvements in soft skills, such as communication, team-based work, and critical thinking.

SCHOOL PERSONNEL PREPAREDNESS ON THE IMPLEMENTATION OF FACE-TO-FACE LEARNING MODALITY

The study was limited to determining the level of preparedness of schools in implementing face to face learning modality at the Victoria sub office of Laguna for the academic year 2022-2023. The focused of the study is intended only to 55 school personnel in the Victoria Sub Office. level of school personnel readiness on the implementation of face-to-face modality with regards to School Personnel Readiness School Physical Facility Protective Measures and Safety Procedure and Schools Supplies and Materials. The status of Face-to-Face modality in terms of School Contingency Plan, Work Arrangement Plan, Classroom Lay-out Structure, School Traffic Management, Learning Resource, Schools Stakeholders Support and Safety School Personnel and Learners. The school personnel readiness has significant relationship to the face-to-face modality of elementary school in Victoria sub office. The study utilized the descriptive study of research with the survey as the primary data gathering tool. It is interesting to note that significant correlations exist between the level of school readiness in terms of school personnel readiness and the status of face-to-face modality in terms of work arrangement plan and learning resources On the other hand, school personnel readiness has no significant correlation in School stake holder support in terms of stakeholder support .It important to note that significant correlations exist between the level of school readiness in terms of school physical facilities and the status of face-to-face modality in terms of school traffic management. On the other hand, there is no significant link between stakeholder support and school staff readiness. It important to note that significant correlations exist between the level of school readiness in terms of protective measures and safety procedures and the status of face-to-face modality in terms of contingency. It is interesting to note that significant correlations exist between the level of school readiness in terms of schools supplies and materials and the status of face-to-face modality in terms of contingency plan. It is concluded that based on the result there is a significant relationship between school preparedness and the status of face-to-face modality. This means that school reopening for face-to-face interactions must be carefully planned to ensure the safety of students as well as teachers and school staff in a staged manner, especially in the aftermath of physical distancing. School health protocols for conducting face-to-face classes must be properly planned in accordance with national and international requirements. School heads are tasked with creating networks between the school and the community and encouraging teachers organizations, non-academic staff at public schools, and parents-teachers-community associations to actively participate. Based on the result it is recommended that school facilities may have properly ventilated, acoustics and noise, access to natural lighting, temperature control, flexible and open workspaces, building condition and aesthetics, and classroom size. Teacher can attend seminars in conducting new normal education ensure that they are prepared in conducting face to face classes. Stakeholders should give their full support in the implementation of face to face to achieve the success of the new normal education. There should be related studies in conducting new normal education to improve and have innovation in the new normal.