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Explains various learning spaces that are incorporated in FLEs.

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1. Discovery Zone

The discovery zone houses all those items that spark imagination. These include arts and crafts materials, manipulatives, recorders, cameras, music makers, games, puzzles, and fun books and magazines. Share samples of different projects so that students have a jumping off point. You can harness all of this creativity by giving the students a central concept to explore. Have them draw what they see, list observations, and write down their questions. Use this data to inform your instructional strategies and design your lesson plans.

2. News Zone

The news zone will help you manage your classroom calendar, assignments and projects, school-wide events, holidays, upcoming celebrations, weather, temperature, and community and world news. You can also use this space to list your daily learning target, classwork, writing and discussion prompts, and homework. Designate a section for students to share either personal or classroom-related updates.

3. Supplies Zone

The supplies zone is sure to save your sanity. Here is where you provide pencils, pens, highlighters, sharpeners, staplers, scissors, hole punchers, rulers, paper, glue, tape, paperclips, tissue, paper towels, hand sanitizer, a trash can, and general tools. Use this space for reference materials like formula and vocabulary charts, cheat sheets, study guides, manuals, textbooks, clipboards, and spirals or journals. This can also be the hub for turning in classwork or homework, and for storing graded work or portfolios. Provide a lost and found box to help with cleanup and reinforce good citizenship.

4. Community Zone

A community zone serves multiple purposes. Students are reminded that we are all working toward common goals. It provides time to discuss what was learned, make connections, pose questions, present other perspectives, and engage in reflection. These discussions are an opportunity for you to evaluate progress, clarify information, address misconceptions, and take notes to plan ahead. At the start of the year you will lead the discussions, but students should be guided until they can open, facilitate, and close the meetings. It is helpful to define the zone and include the meeting time in your schedule. You can use an area rug to anchor the space and give several students a place to sit. Other students can remain standing or bring in their chairs.

5. Quiet Zone

Sharing the classroom space with 20 or more other kids isn't always easy. Some students naturally prefer to work alone, while others simply need a quiet zone to catch up on work, study, read, write, take a test, or reflect. A spare table and chairs in a corner of your room can be used to define the zone. If possible, provide some earphones to help filter out classroom noise. Use study carrels to block visual distractions.

6. Teacher Zone

The teacher zone serves as your little oasis away from home, but it also helps you manage all of your professional responsibilities. Use the space to nurture your spirit by displaying photos of family, friends, pets, and vacations. Frame or pin up a few precious notes and small gifts from your past and present students. If you don't have a desk, then make sure you have a secure cabinet to store your handbag, keys, valuables, medication, and other personal items. This zone is also your professional space where you plan, prepare, grade, analyze data, and complete your reports. It houses your teacher's manuals, references, and charts. You will also use this area to work on confidential records like grades, test data, student modifications, and cumulative files. You can use it as a private space to host one-to-one conferences with your students. Be sure to display your credentials like degrees, teaching certification, and key professional development certificates. These credentials and a pair of adult-sized chairs will set the business tone when parents, colleagues, or administrators visit your room.

7. Subject Area Zone

The subject area zone houses the worksheets, resources, manipulatives, games, and tech tools for the subjects you teach. It's important to also display how subjects interconnect, because too many students have a difficult time relating subject matter to other disciplines. Tools and manipulatives should be moved from closets, storage bins, or cabinets and placed in this zone. Provide anchor charts with key ideas and strategies, flashcards, study notes, key people in the field, timelines, and a variety of print materials. Upgrade your word wall by adding visuals and real objects. Organize vocabulary alphabetically or by concept or story -- the key is to provide context for each term. Define the zone with a header, comfortable seating, and even stuffed study buddies.

Don't let a small classroom be your kryptonite. You can set up a learning zone in a bookcase, on a shelf, on one bulletin board, or on a small desk or table. You don't have to create all seven learning zones. Start with whichever zones will help you the most, or start at the beginning and see where it takes you.

How do you organize your classroom space? Please tell us about it in the comments.

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7 Learning Zones Every Classroom Must Have | Edutopia

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The discovery zone houses all those items that spark imagination. These include arts and crafts materials, manipulatives, recorders, cameras, music makers, games, puzzles, and fun books and magazines. Share samples of different projects so that students have a jumping off point. You can harness all of this creativity by giving the students a central concept to explore.

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Teaching Self Regulation in a Flexible Learning Environment

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Teaching Self Regulation in a Flexible Learning Environment

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From managing impulsive behavior, resisting distractions, and learning the art of delayed gratification, to regulating emotions in the face of conflict and feelings of discomfort, self-regulatory behavior is key to success in all areas of our lives, and since children with poor self-control tend to exhibit more behavioral problems than their self-disciplined peers, teaching children self-discipline is more important than we might think. We're sharing some fabulous Zones of Regulation activities below to teach you how to do this both at home and in the classroom, but before we get to that, let's take a deeper dive into emotional control and how the zones of regulation can help.

What is self-regulation?

Simply put, self-regulation refers to our ability to control our own thoughts, emotions, and behaviors in relation to our environment. Resisting emotional outbursts when something upsets us, focusing on school work, controlling our impulses, calming ourselves down when we feel worried or anxious, and transitioning from one task to another are all examples of self-regulation.

What is the Zones of Regulation?

The Zones of Regulation is a cognitive behavior based curriculum designed to help children learn how to regulate their emotions independently by teaching them how to identify their feelings and how their behavior impacts those around them. Developed by Leah M. Kuypers, the program teaches children how to recognize when they are in different emotional states called 'zones', which are represented by different colors. The Zones of Regulation uses activities to equip children with the tools they need to regulate their actions and stay in one zone (or move from one zone to another), allowing them increased control and problem-solving abilities.

You can learn more about The Zones of Regulation - and why so many teachers and therapists swear by the program - on the Zones of Regulation website, where you will also find links to buy Leah's book, smartphone app, and visual posters as well as sign-up for her training seminars.

Of course, The Zones of Regulation isn't the only tool you can use to help teach children self-control. There are lots of other strategies you can use to set a child up for success!

How to teach self-regulation in the classroom

Be clear about rules and expectations

This is especially important in young children. By explaining what the rules are, what's expected, and what is and isn't appropriate, and taking the time to give children regular reminders, you are setting them up for success. The easier the rules are, and the more consistently you reinforce them, the easier it is for kids to do what is expected of them.

Use visual schedules

Visual schedules are great for children who thrive on routine and predictability as it helps set expectations at the beginning of the day, and for children who get 'stuck' with schedule changes, it can help prepare them ahead of time. By giving children a visual representation of what their day will look like, you are empowering them by allowing them to look to the visual schedule and move from one activity to the next without prompting. The Easy Daisies Grade 1-7 Classroom Schedule is one of my favorite classroom tools!

Focus on positive reinforcement

Reinforcement is a fabulous technique parents and teachers can use when a child is demonstrating behavioral problems as a result of poor self-regulation, and while both positive and negative forms of reinforcement can help teach children self-control, research tends to suggest that positive reinforcement - the act of rewarding a child when he completes a desired behavior as a means of increasing the likelihood he'll repeat the behavior again - is the most effective. Of course, rewarding students for doing what is expected of them isn't always a preferred teaching method, but something simple like giving praise in front of the entire class, making a child the 'Star of the Day', or allowing a child to stand first in line after demonstrating effective self-control can make a huge difference.

Teach calming strategies

Equipping children with appropriate calming strategies can make all the difference when it comes to teaching self-regulation. Here are some of our favorites:

Practice deep breathing. It's no secret that taking deep breaths can help restore a sense of calm when anxiety hits, and a great way to teach this concept is to have children blow bubbles when they're feeling anxious. Start by giving each child their own bottle of mini bubbles to practice, and once they've mastered the concept, have them practice blowing bubbles without the wand. This will give them an effective coping strategy they can use when big emotions threaten to take over during the school day (and beyond)!

Use rewards. We all know kids are motivated by rewards, and a sticker chart can be extremely effective for kids who struggle with self-regulation. Of course, creating separate sticker charts for each student would be a bit labor-intensive, but creating a classroom sticker chart whereby every student can earn stickers for the entire class by demonstrating emotionally-appropriate responses (i.e. sitting quietly during circle time, lining up at the door when the school bell goes off, helping to clean up after an activity, etc.), and organizing a special treat for the whole class to enjoy once a certain number of stickers has been earned can get everyone excited!

Create a calm down box. Another way to help children learn self-regulation is to equip your classroom with a calm down box. Fidget toys, squeeze balls, and chewing gum are all great classroom-appropriate ideas that can help reduce feelings of anxiety and restore a sense of calm.

Develop a 'Calm Down Corner'

Having a designated area within your classroom where students can take a break when they feel overwhelmed is a great way to help keep emotions in check. This may require a bit of prompting from you at first ('I notice you're feeling a little frustrated. Why don't you go to the Calm Down Corner for a few minutes?'), but teaching children how to recognize their emotions and equipping them with strategies to calm down before things get out of hand is extremely valuable.

Make transitions slowly

In a classroom setting, transitions tend to be fast and furious. One of my friends is a kindergarten teacher and she once told me her class can have up to 18 transitions in ONE day, which is hard for any child, particularly those who struggle with self-regulation. The good news is that we live in a day and age where IEPs are becoming much more common, and finding ways to slow down transitions is key for children who struggle. This may mean that some children participate in fewer activities throughout the day, but if it helps them cope with their environment and lessens negative reactions, it is definitely a strategy to consider.

17 Zones of Regulation activities we love

Self-Control Bubbles | Love, Laughter and Learning in Prep!
If you want an excuse to get outside and enjoy some sunshine with your little ones, grab a couple of bottles of bubbles and give this self-control activity a try!

Zones of Regulation Twister | Unknown
If your kids enjoy the classic game Twister, this is a great activity to try and you can set this up so many different ways. For example, when your child puts a hand on a certain color, he must tell you about a time he was in that colored zone, and when he puts his foot on a certain color, he must tell you about a strategy he used while in that colored zone to help him get back to the green zone.

Zones of Regulation Calm Down Jars | newjourneyon
Calm down jars are an easy self-regulation tool you can make at home, and I love the ideas of making a jar for each of the different zones of regulation. All you need is a few clear plastic water bottles, water, food coloring, glue, and glitter!

A Jar Full of Feelings | Mosswood Connections
This is a simple, yet effective idea to not only help children express the emotions they're feeling, but the degree to which they're feeling them. All you need is a jar, a sharpie, and a bunch of different colored pom poms!

Operation: Teaching Emotional Regulation Skills | Speech Paths
If you have a copy of the classic, or even one of the newer versions of the game Operation, Speech Paths has a great way to turn it into an emotional regulation skill-building game the whole family will enjoy!

Teaching children self-regulation is no easy task, but mastering the art of self-discipline and self-control is one of the most valuable things a child can learn. I hope my tips for teaching self-regulation in the classroom (and beyond), as well as these Zones of Regulation activities prove useful to you!

This post contains affiliate links.
If you found these self-regulation strategies and Zones of Regulation activities helpful, please share this post on Pinterest! And if you're looking for more ways to have fun with kids, please follow our Kids board, where we share all kinds of fabulous ideas!

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Self-Regulation in the Classroom: 17 Zones of Regulation Activities

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From managing impulsive behavior, resisting distractions, and learning the art of delayed gratification, to regulating emotions in the face of conflict and feelings of discomfort, self-regulatory behavior is key to success in all areas of our lives, and since children with poor self-control tend to exhibit more behavioral problems than their self-disciplined peers, teaching children self-discipline is more important than we might think.

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Element #1: Zones

21st-Century Learning Principle

Instead of requiring students to learn, work, and think in one place all day, consider how your space might become more flexible.

Practical Steps

Designate a whole-group special gathering zone (class meetings, wrap-ups, mini-lessons) by laying a second-hand rug or taping down a perimeter -- even for older students!

Maximize space by having your desk do double-duty with the kidney desk, but maintain office space with shelves on the wall behind you.

Get creative with the student workspace zone by providing spaces for working as individuals, pairs, and groups.

Request donations for beanbags and oversized pillows, and check thrift shops.

Add casters to chairs, and top individual desks with plywood for flexible group tables.

Arrange furniture to create nooks.

Element #2: Accessibility

21st-Century Learning Principle

To walk the talk of a real classroom community, we must ask ourselves if all of our resources are designed and arranged for the convenience of all learners.

Practical Steps

Ask your students for feedback on how they use and would like to use classroom resources.

Ask your administration's permission to have the custodian adjust the height of bulletin boards, whiteboards, hooks, and anything else that isn't as functional as it could be.

Element #3: Mobility

21st-Century Learning Principle

We need to be sure that we're not catering to just one type of learner. Be mindful of your introverts, extroverts, collaborators, solo thinkers, writers, dreamers, and fidgeters -- and design a flexible environment that can meet everyone's needs.

Practical Steps

Create a tech station to allow students more choices in how to research, practice, and present learning. Don't have 1:1 or even 30:1? Start today by submitting a DonorsChoose project requesting a tablet or laptop. Chromebooks are under $200 and iPad Minis under $300. Then, immediately install an arsenal of apps or Chrome apps to help preclude the all-too-common "what do I do with these devices?" dilemma.
Blogging apps: Math practice apps: Research help apps: Publishing/creating apps: Fun fast-finisher apps: Classroom organization apps: Examine low-tech options:
The abovementioned casters will help your students easily roll their chairs away if they need to work solo for a bit, or to collaborate with multiple people around the classroom. Add a clipboard, and voila -- a budget-friendly version of the Node chair.

Element #4: Inspiration

21st-Century Learning Principle

We often expect students to passively wait until we present opportunities to create, and then we expect them to turn on that creativity like a faucet. We should find ways to foster ongoing inspiration and creativity.

Practical Steps

Explicitly teach and emphasize process over product, growth mindset, and metacognition. We cannot cultivate risk taking, failing, and perseverance -- all essential characteristics of creativity -- if we repeatedly demonstrate to students how all that really matters is neatly filling out our worksheets.

Element #5: Respect

21st-Century Learning Principle

Consider our students who don't do school very well. You know the ones -- the kid who rarely earns stars and class bucks, the kid who never brings homework, the kid whose name is called far more frequently than others (but usually for remonstration). For them, traditional school quickly becomes a game of "me vs. the teacher." For their sake, we must find ways to dissolve this mindset, replacing it with the real reason why we're all at school -- genuine learning and growth.

Practical Steps

Carefully examine your reward systems and ask yourself: "Do they perpetuate or lessen the perceived game of student vs. teacher?" Take steps to minimize extrinsic rewards that often do nothing but reinforce to struggling students the futility of their efforts.

Focus on your one-on-one relationship with each student. Greet them at the door, ask them about their interests, and listen.

Fiercely safeguard time for end-of-lesson wrap-ups and reflections. Those moments are the perfect opportunity to highlight the conversation of ownership. After all, this is about student learning. Model and let them learn from others how individuals make learning personal and genuinely apply it to their lives.

What small changes can you visualize in your room today? Comment below to share your practical strategies.

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Visualizing 21st-Century Classroom Design | Edutopia

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21st-Century Learning Principle Instead of requiring students to learn, work, and think in one place all day, consider how your space might become more flexible. Practical Steps Designate a whole-group special gathering zone (class meetings, wrap-ups, mini-lessons) by laying a second-hand rug or taping down a perimeter -- even for older students!

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My classroom has always been set up for cooperative learning to take place. If I didn't have tables, then my desks were arranged so that they formed tables. My classroom has definitely never looked or ran like the traditional classroom. Two years ago I started doing research on flexible seating, and I knew that I was sold! After spending the summer getting ready for my flexible seating classroom, I met my new teaching partner for the first time. Her name is Annie, and you can learn a little about her HERE. I told her my plans and she was onboard with me. So, here is our journey in implementing the first ever flexible seating in OUR elementary building!

Before Beginning

Have a rough idea of what it is that you want to accomplish. This is what I did the summer before I used flexible seating in my classroom.I spent more than three months creating lists, marking items off, adding items, shopping for bargains, looking through my own house for used furniture I could take to school, you name it.

Seating options:You want more seating available than there are students. I had about 50% more seating than I had students. This allowed everyone to have more than one seating option per day.

Last year, our classrooms stood out like a sore thumb. The sore thumb was quite an awesome sore thumb though! There were not any other classrooms in our building that looked like mine and Annie's, so on Meet the Teacher Night we got a lot of questions about where students would be sitting, where they would be putting their stuff, etc. A lot of parents were a little hesitant about it. They were just sure that their child would definitely be picking the desk to sit at all the time.

Last year, I didn't have a letter to explain to parents what was going on. This year, it will be a HUGE part of what goes home within their Meet the Teacher Night packet.

Before beginning, be sure to have a detailed plan on what you will do with students' supplies. I {heart} organizing, so I feel that the organization of supplies were pretty solid and a system that I will use again this upcoming year. Each student has an Ikea book box that holds their notebooks and folders. They also each have a cubby in which they have a basket that holds their art supplies, pencils, erasers, etc.

Start the supplies procedures from the beginning of the year.Another "choice that I provided for them was to choose the color of their bucket and where they wanted their bucket to be in the cubbies.This took the place of their desk, so I felt that it was really important for them to be able to have their own stuff, in their own cubby, in their own bucket from the beginning.They were able to do this on Meet the Teacher night.For those that weren't there that night, they got to do it on the first day upon arrival to the classroom.

Getting Started ( The first month)

Don't start the year giving students free reign.Begin the year by giving them "assigned" seats.This way they become familiar with your day-to-day classroom expectations and routines.The beginning of the year is exciting for students, but can also be full of anxiety.By "assigning" students to a spot in the classroom, you eliminate an unnecessary stressor. It also allows you time to build your classroom community foundation.

Annie calls this their "home". A place where they can go if you need them to settle down, if you have a sub, to keep their supplies, etc.

Begin by moving students around to different spots so that they can see what does and does not work for them.Do this for the first month or so, until you feel that they are ready to make seating choices on their own.

Provide students with detailed expectations of each area in the room.Introduce each area and then the expectations that follow.Do a "what it looks like" and "what it doesn't look" like anchor chart.Post this in the room.If you begin this at the beginning, students will feel comfortable and know your expectations when they make changes of their own.

Annie and I both agree on GRADUAL RELEASE. Do not think the first day your going to do flexible seating. Have them find their home first and the seat they love the most by letting them try out all the seats. It took us about a month before we let them chose their seats fully throughout the day.

Management

Classroom management has always been something that Annie and I have been good at it. We've had many conversations about this and it's not something we shy away from. We get kids, they get us. Annie said that flexible seating really tested her skills, and I admit it did mine too! I felt like it was my first year of teaching all over again, but worse! Annie suggests making adjustments to your way of thinking, "I like to run a tight ship in my classroom, but flexible seating has caused me to release some of that control. It's not bad, it's just different, and needs some time to get used to."

Annie: Remember you're still boss. They're kids. Sometimes and some kids need your guidance on choosing a spot.

Picking seats:

Managing how students choose where to sit is something that I will be starting different from the beginning this year. My students choose where to sit the moment they walk through the door. It's a first come, first serve system. Last year each of my students had a clothespin as their clip. They came in the room, found their clip and placed in in the spot that they wanted to sit for the day. Let me just say, I wasn't happy with this system. On a daily basis, at least one student lost their clip or broke it. That system will be gone. This year, students will have a clip, but the clips will be housed in one spot.

Each student will have a clip with their name on it. As they enter the classroom, they will take their clip and place it on the clip chart that corresponds with the seat they will sit at for the day. I have six crate seats, so students know that once six clips are on the chart those seats are filled up for the day. They also know that there are only two bean bags. When there are two clips on the bean bag chart, it's filled up for the day.

There is one specific seat that is always in high demand in the classroom. That is the futon. To keep the peace, I place a limit as to how many times a student may sit there per week. It seems like this might be a lot to keep track of, but I don't do it. My students always know who has and who has not sat there during the week.

Additional tips from Annie K.

Even into the fourth quarter you have to remind them about procedures and routines. The kids get way more comfortable in a flexible seating room. That is good but can be quite annoying

Be prepared for things to get broken and dirty. It's kind of hard. You start out the year with this beautiful classroom. Into the fourth quarter, things don't look as pretty. Look for functional furniture, middle of the road prices, and look for used stuff and sales. Cheap furniture, turns out to be cheap and broken quickly. But like me, I had stuff given to me that wasn't cheap, just used. It's held up pretty well. You need to start preparing early. Always be on the lookout for something that will fit in your room.

Find a partner or team to do it with you. I can't imagine doing it on my own. There have been several times when I went to Mandy's (my teacher partner) room and said "what have you done when a kid does this?" Or "OMG, do your kids do this?" Or even just, "Ah, I think I'm gonna give up flex seating." Lol. It's a lot easier when someone is doing it with you.

Don't be afraid to change it, if it's not working. Flex seating is a fairly new trend. There is not a right or wrong way to do it. It's ok if you take it slow or jump right in.

Ready to Get Started

You can grab this free Flexible Seating Guide to help you get started! You can find it HERE.

Continuation

Last year contained a lot of trial and error. I'm sure that this year will include a lot of trial and error also, but hopefully not as much as the first.

Here are some changes that I will be making from the beginning:

Parent letter - I will be sending home a parent letter explaining flexible seating in our classroom

Classroom expectations - We will go over flexible expectations just as we go over all other expectations in the classroom.

Flexible seating expectation will be posted for students to see.

Students will sign a Flexible Seating Contract, which will hold them accountable.

The changes that I will be making have been compiled into a Flexible Seating Toolkit. You can find the toolkit HERE.

The last change that I'm going to make is at my small group table. Last year, I had stools that were around the table. These stools were able to be moved anywhere in the classroom. The problem that I ran into was when it was time for a small group lesson, we wouldn't have enough stools, so students had to go around the room finding them and asking others to borrow them. This summer I came across the Otto Storage Stool, and it is my new solution! I have six of these Otto Storage Stools. They are going to be stationed at the small group table and used only for those that are using the table.

The Otto Storage Stool, is just that, a storage stool. They are easy to put together, they will hold a lot of items, are sturdy, and come in a variety of colors. I chose to go with the black and turquoise solid stool to match my classroom, but they also have the storage stool with holes.

Otto Storage is giving away one storage stool to one of you. You get to choose the style and color! To enter, follow the Rafflecopter steps below. It's pretty simple.

a Rafflecopter giveaway

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Flexible Seating ~ A How-to-Guide - Teaching With Simplicity

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My classroom has always been set up for cooperative learning to take place. If I didn't have tables, then my desks were arranged so that they formed tables. My classroom has definitely never looked or ran like the traditional classroom. Two years ago I started doing research on flexible seating, and I knew that I ...

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This year, I decided to make some modifications to my classroom decor, and I am thrilled to share this reveal with you all.

Before I describe each area of my classroom and share links, a bit of background information about the process behind designing this classroom layout. I have been teaching for seven years, and have consistently used the same blues and greens throughout my classroom design. This is a huge money saver because I can spend a little extra on higher quality organization tools, and decor items that get reused year after year.

Those of you who have read my previous classroom tour posts will notice many of the bins and shelving units used in my first years of teaching are still used today, and have held up to the daily wear and tear of a typical third grade public school classroom (after seven years of use). When comparing my first tour to this one, a noticeable change is that I have a more cohesive look to my overall classroom design. Buying one or two quality pieces each year has finally added up to create a more unified look.

Here is a peek at my third grade classroom on the eve of the first day of school. To see what my classroom looks like when students are present daily, check out my Instagram stories. I have included Amazon affiliate links throughout this post to make it easier for you to shop for anything you'd like to incorporate into your own classroom design.

M.A.T.H. Workshop Corner

This is a high-traffic corner of the room where the bulk of the supplies used during M.A.T.H. Workshop are stored. These supplies include Math In Motion Game Cards, our math rubric drawers, and various manipulatives used for math games (place value blocks, snap cubes, timers, playing cards, dice, counters, rulers, etc).

Since we had a little extra cubby space, I also opted to store our homework drop boxes here. On top of this corner unit are a set of electric pencil sharpeners, and a timer used for various activities.

The drawers below make it easy for students to self-assess their work when they turn it in. In third grade, we use these drawers to submit our Problem Solving Task Cards for review. To learn more about how assess students during M.A.T.H. Workshop, click here.

The top drawer of the unit below contains my teacher copy of everything my students have inside their desks. This is especially handy at the beginning of the year when I am modeling new routines and expectations. The lower drawers contain Math In Motion Games used for the hands-on rotation of M.A.T.H. Workshop.

Here is a closer look at the way math games and game supplies are stored. You can click the following links to find my favorite rulers, timers, stop watches, and durable playing card storage boxes.

Our smaller manipulatives are stored in cereal bowls, making them easy to grab and stash away each day. You can find my favorite foam dice, foam counters, and double dice with these links.

Class Couch

Our class couch sits beneath our . This is also the whiteboard where our schedule board M.A.T.H. Workshop rotation information will displayed later in the year. I always hold off on displaying most of our anchor charts, reference posters, and tools until I introduce them to my students when learning the corresponding routines. I find displaying these resources as we learn about them, or creating them together makes it easier for my students to navigate the classroom, and use these important tools more independently.

Above the board are sign language hand signals that help students communicate the information they want to share in class. These signals are much more specific than a general raised hand, allowing me to call on students who are ready to share the most relevant information. Here is the meaning of each signal:

I represents "I have a question."

A represents "I have an answer."

C represents "I have a comment."

R represents "I need to use the restroom."

Each cubby has a plastic box drawer specifically designed for the Kallax system. Again, Ikea seems to have discontinued this, but here is something similar. Three of these drawers are filled with student headphones (brought from home), which we use with our Chromebooks. We store them in plastic zip lock bags and keep them tucked away in these drawers so our desks aren't cluttered. The other two drawers are used for flexible storage based on random needs or projects we work on throughout the school year.

Other items pictured in couch area:

Supply Corner

This corner of the room has a compilation of student and teacher supplies. The bulletin board behind these drawers will be a display for the class rules we write together during the first weeks of school using the Responsive Classroom approach to teaching and learning.

The wall in this corner is covered with Pacon's Teal Fadeless Bulletin Board Paper, framed by Creative Teaching Press' Safari Jumbo Leaves Border overlayed on top of their Ombre Turquoise Scallops Border. The tree decal, along with all others displayed around the room is an Alpine Pine Tree decal from Wallums.

The taller drawer unit has extra supplies, our magnetic schedule cards, and our lost and found. Any time a student finds a stray supply on the floor without an owner, they add it to our lost and found, which is found in the fourth drawer...or as we call it "drawer four".

I have covered the top of the lower drawer unit with Brewster Peel and Stick Wallpaper to cover some scratches. In the corner is our lantern, which you can learn more about here.

Student Work Wall & Flexible Grouping Workspace

My small group area is home to this year's new classroom addition...a beautiful white table from Ikea. I wanted to change the dynamic of this space to make it more collaborative. My old kidney-shaped table felt more traditional, and I found my students looking to me as the only teacher in the room when we worked there.

As we all know, our classrooms are filled with teachers, and I want our learning spaces to reflect that idea. This oval-shaped table makes it easy for us all to sit in a more collaborative way during small group instruction. Each student uses a stool from Ikea, and I sit in a chair from The Container Store (not currently available). I still like to keep my own designated chair to cut down on contact with germs as much as possible

Behind our table is our student work wall, which has the same design as the previous corner. You will notice I have only used two shades of bulletin board paper in the room to create a more calm and cohesive environment. Once again, I used Pacon's Teal Fadeless Bulletin Board Paper, framed by Creative Teaching Press' Safari Jumbo Leaves Border overlayed on top of their Ombre Turquoise Scallops Border. At the base of the display, I added a diecut grass border.

The side of this cabinet is an eye sore, so it is covered with the same Brewster Peel and Stick Wallpaper used in the supply corner. This Dr. Seuss- inspired print from The Bears Design Etsy shop was the inspiration piece for my entire mountain classroom design this year.

Each student has a spot on the wall made with a square piece of scrapbooking paper, and a name label written on a leaf accent.

Supply Cabinet

The large supply cabinet at the back of the classroom is used for two purposes. The lower half of the cabinet is another go-to spot for students to independently gather the supplies they need throughout the day. This is where we store lap desks for flexible seating, more art supplies, privacy shields for students who like to create a more secluded work space, and various types of paper.

The upper half of the cabinet is where I store supplies that are used less frequently, and where I keep math manipulatives for upcoming units. This supply cabinet is kept tidy with y-weave storage baskets from , and labeled with my Editable Mountain Themed Labeling Kit .

Job Board

Classroom jobs are a foundational part of our self-directed learning environment. In our third grade classroom, we have over thirty jobs that students complete on a daily basis. Students apply for jobs, and get paid for the work they do each week. Their salary can be saved, or used to buy various class passes collectively created at the beginning of the school year. To learn more about our classroom economy, read this post.

Task Card Board

Math are used daily during M.A.T.H. Workshop as part of the " At Your Seat " rotation. This board keeps our task cards organized and easy to access. For every math unit, I have created three types of task cards:

Making Meaning Tasks, which require students to apply third grade math concepts to solve complex word problems.

Challenge Tasks, which are designed to provide enrichment opportunities to students who have mastered the math concepts introduced during each unit. Each challenge task requires critical thinking and the ability to apply known skills to solve more advanced and complex situations.

Transfer Tasks, designed to assess student understanding. Each of these higher-order tasks requires students to evaluate, design, analyze, make connections, or find patterns while problem solving.

I do not display transfer tasks because I use them as formative assessments at the end of each unit.

Each pocket is a folded piece of laminated cardstock paper which is stapled to create the perfect little pocket for these cards. The headings shown are not included with my task card collections on TPT as they were created to align with our district initiatives, and focus on using mastery levels for standards based grading.

Back Counter

Our back counter is another flexible use space in the classroom. It is often a place where art supplies are arranged for student use, and where our weekly work folders are assembled by parent volunteers.

Students also love using this space as a standing desk-style workspace. I have added a few decorative accents to the area and have continued the use of Pacon's Teal Fadeless Bulletin Board Paper framed by Creative Teaching Press' Ombre Lime Green Scallops Border. I don't hang anything in the space throughout the year because many of my students benefit from the "blank visual space" to help boost their focus.

Next to the sink, I also added a mirror to brighten the space and give students a place where they can see themselves smile and check their teeth for spinach. 🙂

Classroom Library

Our ever-growing library is stocked with fresh books that reflect the interests of my students thanks to the generous Scholastic Book Clubs points system. I have used my Editable Classroom Library Labeling Kit to fully label my library by genre & topic. My goal this year is to add leveling labels to each book for my personal reference. These are also included in the labeling kit.

Each book is labeled with a colorful sticker label that matches the colorful label on each book bin (for nonfiction books and picture books) or shelf (for chapter books). I attach all my labels using this blue painters tape ...it lasts all year long.

I have used Green Neon and Blue Neon Magazine Holders by Really Good Stuff to organize most of the books in the built-in cubbies. I love using the window sill to display my seasonal teacher favorites. Here, you can see some of my top read alouds for the back to school season.

We needed more storage space for our library corner, so I use this Kallax shelf from Ikea to organize more of our chapter books by series, genre, and author.

On the library counter, I have a few bins from Target which have since been discontinued. If ever I need to replace these sturdy bins, I would opt for the same y-weave baskets I use in my back supply cabinet.

The walls in the classroom library have the same design as those on the opposite side of the front of the room to create visual harmony. Therefore, I used Pacon's Rich Blue Fadeless Bulletin Board Paper, framed by Creative Teaching Press' Safari Leaves Border overlayed on top of their Ombre Lime Green Scallops Border. Near the library corner is our read aloud chair, where I sit for all our classroom read alouds. Next to our chair is another display area for my seasonal read aloud favorites, and books I like to bring to students' attention based on our current reading unit of study. Both the chair and the table are used throughout the day as flexible seating spaces.

Group Stations

For the seventh year in a row, these sturdy white Kallax Shelves are working perfectly to minimize desk clutter. Students keep their books and shared art supplies organized in this space. Below is a detailed look at what's stored at each group station.

Book bins

Last year I switched from cardboard book boxes, which had to be replaced each year to plastic book boxes, which still look like new in year two. These Iris Small Open Top Magazine Files are my new favorite storage tool. Students use these book bins during reading workshop (we use the Lucy Caulkins workshop curriculum for reading and writing). They store three classroom library books in their bin and a reading toolkit, which includes post it notes, a reading notebook, and a pencil.

Tidy up tools

At the end of the day, many of our class jobs require dusting to cut back on allergens in the room. We store these Fuzzy Wuzzy Microfiber Mitts around the room inside Green Neon Magazine Holders by Really Good Stuff to make cleaning quick and easy.

Shared supply boxes

Reducing desk clutter helps my students make more efficient transitions throughout the day, so we store our frequently used art supplies (markers, colored pencils, crayons, and scissors) in these Iris Pencil Boxes.

Carpet Area

It the front of our classroom is our carpet area. This is yet another flexible space throughout the day. In the morning, we gather here for morning meetings. At the beginning of M.A.T.H. Workshop, reading workshop, and writing workshop, students get a close seat where they can focus for our mini lessons. During self-directed learning times throughout the day, students use this space to apply their learning in a flexible seating style.

Our Bamboo Teaching Easel by Copernicus is often found in this space with the latest anchor charts from our mini lessons. It is easy to wheel back and forth between our mini lesson space to our small group collaboration area at the back of the room.

Teacher Cabinet

The final space I'd like to share with you is my teacher cabinet. This is where I store most of what I need to stay organized for instruction throughout the week. Most of the bins in this cabinet are labeled using my Editable Mountain Themed Labeling Kit , with the exception of the labels on the math unit enrichment bins, which are a part of my Third Grade Math Enrichment Year Long Bundle .

On the top shelf are my monthly bins where I store seasonal project samples, and pre-prepped resources used throughout the year.

On the second shelf are all my math unit enrichment resources. Each bin includes Math In Motion Games, Problem Solving Task Cards, and Project Based Learning Guides for each math unit. These second and third grade resources are available for purchase in my TPT store, but can also be purchased as a year-long bundle for 20% off the regular price.

The third shelf is where I organize my needs for the current week and month. My weekly activities are stored in these magazine files. I also store the current monthly bin on this shelf for easy access.

On the fourth shelf, I have two drawer units. One is where I tuck papers for filing, copying, and grading. The other is where I store ideas for upcoming math, reading, and writing units. Having a drawer for each of these reduces paper clutter and visual noise around the classroom.

The bottom shelf, has a large bin for completely random odds and ends and our prize box, which is used as part of our classroom economy. I don't spend money on prizes...instead I add books sent by Scholastic Book Clubs and any random swag I get at trainings and conferences.

Interested In Seeing More?

If you are interested in seeing how my classroom space is utilized throughout the school year, be sure to follow me on Instagram for frequent Instagram stories.

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Third Grade Classroom Tour : Designed For Self-Directed Learning

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This year, I decided to make some modifications to my classroom decor, and I am thrilled to share this reveal with you all. Before I describe each area of my classroom and share links, a bit of background information about the process behind designing this classroom layout.

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by Becton Loveless

It just sort of sounds good as it rolls off the tongue, student-centered classroom. We've all heard the phrase coined before, yet most educators would agree that developing a student centered classroom is becoming more of a necessity and norm these days than a luxury or innovative new approach to teaching. The traditional classroom where students sit quietly and attentively in their seats, while the teacher pours vast amounts of wisdom and knowledge into their sponge like brains is over (assuming it ever existed.) This is especially true for middle school and high school classes where "teaching" can be a constant battle.

So what exactly is a student-centered classroom? In short, a student-centered classroom, or student-centered learning environment, is one where the focus of instruction is shifted from the teacher to the student, with the end goal of developing students who are autonomous and independent, by placing the responsibility of learning in the hands of the students. Many proponents of student-centered learning would argue that it's one of the most effective ways to help students develop the skills required for independent problem-solving and lifelong learning.

In the more traditional "teacher-centered learning" environment, the teacher is the center of the learning experience and takes the "active" role of teaching, while the students assume a more "passive" or receptive role. In contrast, in the student-centered learning environment, the interests of the students' take center stage and the teacher gives students choice and voice, finding ways to provide learning experiences that focus on what students value. In the student-centered classroom, students take a more "active" role in the education experience.

It doesn't matter if you're a kindergarten teacher, high school instructor or college professor, developing a student-centered learning environment will help your students become independent learners who will ultimately take charge of their own education-students who are curious, eager to learn, and willing to do whatever it takes to be successful.

Unfortunately, developing a student-centered learning environment isn't always easy, especially if your experience frames learning in a more traditional way. For many, implementing a student-centered learning environment sounds great in theory, but putting it into practice is a different story. Below we'll explore some strategies, principles and offer some proven tips that can make the student-centered learning environment a reality, and success, in your classroom.

Turn your classroom into a community

In a traditional classroom, the teacher speaks, the students listen. In a student-centered classroom, the students speak, the teacher listens, interjects and facilitates conversation when needed, and then thanks the students for their participation. By involving students directly in the education process, and by enabling them to interact with one another, students begin to feel a sense of community. More importantly they are shown that what they feel, what they value, and what they think are what matter most. In the student-centered classroom, the teacher acts not only as educator, but as both facilitator and activator.

Develop trust and communication

A student-centered classroom or learning environment can not exist without trust and open communication. Trust and open communication are achieved by always being fair with students, listening to them, and allowing them speak. Seems like a tall order? Well, it is. And it may not happen overnight. However, it's much easier to develop a student-centered classroom if you get started right away at the beginning of the year. Getting started at the beginning of the year sets the tone and lets students know what's expected of them the rest of the year.

At the beginning of each new school year, ask your students to discuss how they'd like their classroom experience to be. How should it sound, feel and function during the year? Are there any rules that should be put in place to ensure the classroom experience meets their expectations? Give the students 15 minutes to discuss among themselves and then write their suggestions on the whiteboard. You'll be surprised how many rules students will come up with. As you fill up your white board with their ideas and suggestions, you'll find some common themes start to appear-your students want to be heard, seen, valued, and respected.

This exercise, and similar exercises that can be performed throughout the year, communicate to students that what they say matters, and that you trust and value their input.

Find ways to integrate technology

Developing a student-center classroom is all about engagement. The better you're able to engage students in any activity or project the more involved they'll become in the learning process. In today's world, technology is one of the most effective tools for engaging students. Technology is not the future, it's the present. Everything kids do these days revolves around technology-specifically mobile technology. Allow and invite students to use free web tools to present, curate, and share information. When students are given the opportunity to integrate existing web tools and technology into the learning process, they become eager, anxious participants in just about any learning activity.

Create an environment where mutual respect and a quest for knowledge guide behavior-not rules

A classroom without rules? Seems a little far fetched, doesn't it? Well, it may be if you plan on having a teacher-centered classroom where students spend half their time learning, and the other half trying to keep from being bored out of their skulls. So what's the key to the "no rules" approach? Engagement! If you keep activities engaging, behavior will rarely be an issue. Having an engaging classroom environment, with engaging projects, engaging activities and engaging discussions will foster mutual respect and encourage a pursuit of learning that leaves little time for disruptions.

Replace homework with engaging project-based learning activities

The jury is still out on the effectiveness of homework as it relates to improved grades and test scores. Some studies indicate there is a positive correlation between homework and improved grades and test scores, while other studies suggest little correlation. However, the entire premise for these studies is based on the assumption that grades and test scores are an accurate barometer for academic achievement and learning. In the teacher-centered classroom, in class learning and student productivity is lower, making homework more necessary and regular testing essential for measuring learning and performance. In the student-centered classroom, where activities and projects are engaging, students become much more eager to learn, and in class productivity is much higher. Where students complete school work outside of the classroom in a student-centered learning environment, it's typically because they want to complete projects they're working on inside the classroom.

Many teachers are now using engaging project-based learning (PBL) to teach math standards, sciences, technology and other core subjects to their students and increase student productivity and effectiveness of learning in the classroom. So what exactly is project-based learning? In short, it's learning through identifying real-world programs and developing real-world solutions. Not only is project-based learning extremely engaging when implemented correctly, but students learn as they journey through the entire project. Project-based learning also relies heavily on technology, where projects are driven by interactive web tools and solutions are presented using a multimedia approach.

When implemented effectively, project-based learning can replace the need for out-of-class homework and in class learning becomes more productive.

Learn more about Project-based learning.

Develop ongoing projects

One of the keys to developing a student-centered classroom and learning environment is to create ongoing projects for students. Ongoing projects promotes mastery of subject matter being taught and learned. Learning objectives and standards, for just about any subject matter, can be met through well-designed projects and activities. And providing students with various project choices allows them to demonstrate what they're learning.

Allow students to share in decision making

Creating a student-centered classroom requires collaboration. It requires placing students at the center of their own learning environment by allowing them to be involved in deciding why, what, and how their learning experience will take shape.

Before students will be willing to invest the mental, emotional and physical effort real learning requires, they need to know why what they're learning is relevant to their lives, wants and needs. Explaining to students that they need to study a subject "because it's required for they're grade level," or "they need to know it to get into college" does not establish why in terms of relevance from students' perspective. Such explanations result in lackluster performance, low motivation and poor learning.

Students should determine, or guide, the selection of content matter used to teach skills and concepts. What is taught and learned in a student-centered classroom becomes a function of students' interests and involves students' input and teacher-student collaboration. For example, when learning about American history, students might decide a class play, where each student acts the role of a key historical figure, would be preferable to writing a traditional report or bibliography. In this example, not only do students take ownership of the learning process, all students benefit from the decisions of other students.

The how in a student-centered learning environment is just as important as the why and the what. Students process information, understand and learn in different ways. Offering students the option of how they'll learn will allow each student to adopt the method of learning that will be most comfortable and effective for them. It also allows students to feel more invested in the learning process. Teachers should consider offering students various performance based learning options that meet academic requirements.

Give students the opportunity to lead

Providing students the opportunity to lead in the classroom is a great way to develop a student-centered learning environment that fosters engagement, growth and empowers students to take ownership of the learning experience. Each day consider allowing a few students to each take charge of an individual activity, even if the activity requires content skills beyond the level of the students. Then rote students between leadership roles so each student gets the opportunity to lead an activity. You may even consider introducing the leadership role, or activity they'll be leading, to each student the day before so they'll have time to prepare and really take ownership of their activity.

Get students involved in their performance evaluation

In a traditional classroom, performance evaluation and learning assessment are reduced to a series of numbers, percentages, and letter grades presented periodically on report cards, through activities and via standardized testing. These measures say little about what a student is learning and provide little in the way of useful feedback to the student so he or she can improve their performance and achieve mastery. The student-centered learning environment is based on a form of narrative feedback that encourages students to continue learning until they demonstrate they've achieved mastery of a subject. This form of learning, feedback and evaluation encourages students to resubmit assignments and work on projects until mastery is achieved.

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Explore strategies, principles and tips for developing a student-centered classroom and learning environment.

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10 Benefits of a flexible seating classroom

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10 Benefits of a flexible seating classroom

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Two, four, six, eight, what do we appreciate? A good listicle! Especially when evaluating an educational trend, like the shift to flexible seating in K-12 classrooms.

As part of our series on that topic, we've combed through a heap of online data and compiled the ten biggest benefits (in our opinion) of flexible seating. Help yourself to dos or nearly the full dozen, as you educate teachers, administrators, students and parents on why this trend isn't a passing fidget-spinner-fad.

In fact, we see it as critical to enhancing learning across all ages. Plus, educators report that flexible seating is making their careers more enjoyable. To learn easy ways to incorporate flexible seating in the classroom, take a look at the 5 steps to flexible seating in the classroom.

Why Flexible Seating?

Students feel empowered by having some degree of choice and control over their environment. Flexible seating allows students to choose where they work and with whom. It also allows them to change their location and positions as needed.

Kayla Delzer, is the author of the popular 2015 EdSurge story, "Why the 21st-Century Classroom May Remind You of Starbucks." In a 2016 follow-up story on Edutopia, she says giving students choices about their physical classroom space teaches them higher-order thinking skills.

"Outside the windows of our classroom is a dynamic, fast-paced, and ever-changing world full of choices. How can we expect our students to solve problems and make choices independently if we constantly solve their problems and make their choices for them?"

Children need to move. Flexible seating allows them to wobble, rock, bounce, lean or stand, which increases oxygen flow to the brain, blood flow and core strength. In turn, this burns more calories and increases metabolism. It also helps keep young minds more alert and focused.

It's no surprise that physical activity is linked to higher academic performance, better health, and improved behavior. An academic paper by Matthew T. Mahar, et al, found that simple in-class activities can boost performance. Studies suggest that children who participate in short bouts of physical activity within the classroom have more on-task behavior, too.

An uncomfortable student, is a distracted and unproductive student. For example, picture a student who skipped or didn't have access to breakfast. As the countdown to lunch approaches, the sound of his or her growling stomach will make it impossibly hard to hear the teacher's voice. A uncomfortable chair can have the same affect.

Flexible seating encourages students to find their best spot to stay calm, focused and productive. As one teacher said, "There is no better way to show your support for a student-centered classroom, than creating a classroom from a child's point of view." In her opinion, comfortable students are engaged students.

Traditional desks can make students territorial or possessive over their space and supplies. Flexible seating encourages students to share both. And, it encourages them to take turns in different locations and with different seating options.

"When preparing kids for the real world, we want students' learning environment to reflect the environment of the real world," said Manuel Herrera, a district tech coordinator for the Affton School District in Missouri, as he reflected on the flexible seating movement that began in the workplace. "This [flexible seating] isn't a fad. I think it will eventually evolve into the way all classrooms look."

Flexible seating allows students to quickly and easily pair up, work in small groups, or discuss as a whole class - without moving mountains of heavy desks to establish eye contact. Delzer agrees.

"The students we share our classrooms with don't know life without constant connectivity, Wi-Fi, and a global audience. Our classroom environments should be conducive to open collaboration, communication, creativity, and critical thinking. This simply cannot be done when kids are sitting in rows of desks all day."

Commitment to Learning

While research on flexible seating is limited, it's clear that learning environments can have a direct impact on student achievement.

A 2012 study from the University of Minnesota found that students participated 48 percent more in discussions in a classroom with collaborative group seating versus traditional lecture-style seating, and also improved their performance on standardized tests.

How does this connect with flexible seating? Kelly Almer, a long-time educator in Littleton Public Schools in CO, recently switched to flexible seating. She says creating more student control and less teacher control has improved student engagement.

"I have witnessed a change in their commitment to learning and behavior," Almer explained. "By making the room 'ours' instead of 'mine,' the students have a sense of ownership that has made them more invested in their own education."

Almer's students choose where they want to sit daily. There is a variety of high, medium and low seating, and kids move to the furniture based on their needs. But Almer puts academics first. "Wherever they choose to sit, it has to help them be their best learning selves."

No one is naive enough to believe that flexible seating simply happens. Up front, teacher must establish some new classroom management tools. That includes creating a system to make seating choice fair and nondisruptive.

It also requires introducing higher-order thinking skills, like problem-solving, and emotional skills, like conflict resolution. There's also much value in fostering turn-taking and patience - especially for a generation of kids immersed in immediate gratification.

Many flexible seating options stimulate students' sense of touch. This type of stimulation can help children focus and process information. Sensory input is especially helpful for students with ADHD, ADD, and ASD.

Flexible seating helps make learning fun. The benefits far outweigh any negatives, said Almer, who will never go back to traditional seating.

"At this year's parent-teacher conferences, all of the parents stated that their child has a completely different attitude about school now. The kids love coming to school and learning, and they couldn't be happier."

She offered a few final tips for educators. Foremost, if you want to make this change in your learning environment, it's important to bring a positive mindset and recognize that the process takes time. She also recommends being deliberate with your choices, and to not overlook practical issues, like color-coordinating the room.

The results - a more active, engaged, enthusiastic, and relaxed room of students - are worth the effort, Almer concluded.

Take a look at the flexible seating options from Smith System to incorporate flexible seating in your classrooms.

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Sources:

edutopia.org/article/flexible-classrooms-assembly-required

edutopia.org/blog/flexible-seating-student-centered-classroom-kayla-delzer

"Effects of a Classroom-Based Program on Physical Activity and On-Task," Medicine and Science in Sports and Exercise, 38 no12 Dec. 2006

ideas.demco.com/blog/top-3-reasons-use-flexible-seating-classroom/

infograph.venngage.com/p/226127/6-benefits-of-flexible-seating

sassysavvysimpleteaching.com/2016/12/flexible-seating-classroom/

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Top 10 Benefits of a Flexible-Seating Classroom - Smith System Blog

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As part of our series on that topic, we've combed through a heap of online data and compiled the ten biggest benefits (in our opinion) of flexible seating. Help yourself to dos or nearly the full dozen, as you educate teachers, administrators, students and parents on why this trend isn't a passing fidget-spinner-fad.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Classroom Layout...What does the Research Say?

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Classroom Layout...What does the Research Say?

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Australian Council for Educational Research - ACER

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What effect do different classroom seating arrangements have on student participation? What does your learning space reveal about your teaching philosophy? Should teachers or students decide who sits where? In today's article, we take a look at what the research says.
Learning spaces come in all shapes and sizes, from rectangular rooms built for 30 students where you can close the door on the world but still peer through the window, to flexible, open-plan environments with folding walls where scores of students come together. Outdoors, indoors, subject-specific spaces with specialist equipment and multipurpose rooms for whole school use.

As a teacher, you don't often get the chance to choose your classroom. However, the many fixtures and fittings means there's a lot you can do to change the layout. Of course, once you've arranged your student desks, standing workstations, bean bags and other seating options (some educators even throw in exercise balls) you'll likely next turn your attention to who sits where.
A classroom to support teaching and learning
So, how are you going to teach, what will the learning activity be and what do you want to achieve? Forty years ago, US environmental psychologist Professor Robert Sommer had this to say about choosing a classroom layout. 'The teacher's educational philosophy will be reflected in the layout of the classroom. The teacher should be able to justify the arrangement of desks and chairs on the basis of certain educational goals. There is no ideal classroom layout for all activities.' (Sommer, 1977)

He goes on to give a few examples: the traditional row and column style with all seats facing the front lends itself to 'sit-and-listen teaching'; for group work, where students share tasks and cooperate 'cluster tables are best'; and if you're using equipment that needs some space, such as Cuisenaire rods in mathematics, then you're going to need long tables.
Do certain seating arrangements encourage participation?
A study involving a class of fourth graders in Germany (Marx, Fuhrer & Hartig, 1999) looked at whether different seating arrangements led to students asking more questions. The researchers observed 53 German and maths lessons over eight weeks and in all cases the teacher was at the front - either sitting at her desk or standing.

They tested two seating arrangements - traditional rows and columns and a semicircle. 'Our results showed that question-asking was more frequent when the children were seated in the semicircular arrangement than in the row-and-column arrangement,' the researchers report. Interestingly, in both arrangements, even the rows and columns, they found two 'action zones' - one shaped like a T and the other like a triangle. Children in these zones (those with a more central seating location) asked more questions per lesson.

They say the results of their study suggest arranging seating in a semicircle in primary school 'could lead to equal opportunities for everyone in the class' but caution that, when it comes to student participation, factors such as teacher personality and their teaching style shouldn't be ruled out.

Fernandes, Huang & Rinaldo (2011) say research has shown that participation and engagement is beneficial for student learning. 'Classroom participation is associated with the generation and promotion of higher order thinking skills, and this cognitive stimulation provides students with a different environment which promotes positive and effective learning experiences ...'.
Looking at things from a student perspective
During a visit to the cinema or a sporting event, there's always a chance you'll arrive at your seat and discover you've got a 'restricted view'. Or (usually five minutes before the start) someone with the height and physique of Jonah Lomu will take their seat ... the one that's right in front of yours.

In a classroom environment, if your desks are in clusters - unless you've got a really big space to work with - it's difficult to find a solution where at least one or two students don't have their backs to the board. But, there are other things to consider.

Sommer argues that, far from being a 'single homogenous space cube' a classroom is lots of connected micro-environments. 'The lighting is much better in one part of the room than elsewhere, it is cold over by the windows, and perhaps too warm by the heating vent. The view of the blackboard differs dramatically from one part of the room to another often because of a glare from the ceiling lights.'

This advice dates back to the 1970s but it's still relevant today. With BYOD and one-to-one laptops, and electronic smartboards, screen glare from ceiling lights and windows can be a problem. And there's more. Sommer adds: 'A few students may have an outside view, others don't. Someone may be teaching in a room for years without realizing the students in a quadrant of the room will have difficulty seeing the blackboard or charts. There may also be a physical barrier between students in the rear and portions of the blackboard, such as a tall student in a front desk.'

When was the last time you looked at things from a student perspective? Have you put yourselves in their shoes (or seat, in this case) or even checked with everyone if they can see and hear properly?
Deciding who sits where
In primary settings, it's often the teacher who decides where students sit. In secondary, where you're not based in one classroom for most or all of the day, some teachers are happy to let students choose a seat at the start of each lesson.

Fernandes, Huang & Rinaldo (2011) say it would be good for students if the learning activity dictated the seating. On the topic of giving a free choice of seats, they point out the learning experience for students is different for those at the front than for those nearer the back of the room. And, throwing it open to students to decide means some will get a better pick than others. 'Students who enter the classroom first may be in the position to select desirable seats first; thus, those who are unable to come first may be left with seats they do not desire ...'

As a teacher, if you're deciding who sits where there can be lots of reasons for your choices. It could be about a group task involving specific students, it could be about ability (for example, grouping similar abilities or setting up cluster tables to encourage peer support), or it could be about behaviour management (for example, putting space between certain students, or moving some closer to your own desk).

A recent study in the Netherlands explored not only the different types of seating arrangements in elementary schools, but also the teachers' considerations for deciding who sits where (Gremmen, van den Berg, Segers, & Cillessen, 2016).

'At the beginning of the school year, as part of classroom management, teachers face the question of how and where to seat their students. This is an important decision, as classroom seating arrangements influence classroom climate and students' relationships with each other ...,' they note.

'[Teachers] determine whom students sit close to, whom they are exposed to, and with whom they interact during the school day. Unfortunately, this aspect of classroom management is hardly addressed in teacher trainings, even though the physical design of the classroom has shown to be important for both the academic and social development of students.'

When asked about opting for certain classroom arrangements, the 50 teachers in the study mentioned between two and 19 reasons - most of them were academic (31 per cent) but 17 per cent of the reasons were related to classroom management. Almost half of the teachers in the study (48 per cent), chose to divide students into small groups, 40 per cent chose rows and 12 per cent chose a different arrangement.

The researchers found: 'The most frequently mentioned reason for small groups was cooperation between students, whereas teachers who chose rows did so to create a quiet atmosphere in which students can work well academically.' Interestingly, more teachers (70 per cent) actually preferred small groups but they didn't always opt for that arrangement, particularly at the start of the year. 'Teachers mentioned they start with rows in the beginning of the school year to get students to concentrate and try to work with groups later in the year.'

Which brings us back to Sommer's suggestion to choose something that works for you and your students, in your context, at that particular point in time.
References
Fernandes, A. C., Huang, J., & 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.

Gremmen, M. C., van den Berg, Y. H., Segers, E., & Cillessen, A. H. (2016). Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs. Social Psychology of Education, 19(4), 749-774.

Marx, A., Fuhrer, U., & Hartig, T. (1999). Effects of classroom seating arrangements on children's question-asking. Learning Environments Research, 2(3), 249-263.

Sommer, R. (1977). Classroom layout. Theory into Practice, 16(3), 174-175.

When was the last time you looked at your classroom layout from a student perspective? Do you regularly check if everyone can see and hear properly?

Does the learning activity dictate the seating arrangement in your classroom? Do you change your layout according to different activities or at different times of the year?

Can you justify your choice of classroom seating arrangement on the basis of educational goals?

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Classroom layout - what does the research say?

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What effect do different classroom seating arrangements have on student participation? What does your learning space reveal about your teaching philosophy? Should teachers or students decide who sits where? In today's article, we take a look at what the research says.