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It is commonly thought that a student’s decision on where they sit inside a classroom
there are indications that where a student is located within the classroom can have
an impact on their academic performance and behaviour (Sztejnberg & Finch, 2006).
2000). Seating location refers to where and how students are seated in a learning
context. They can be of different sizes and formations, which thus alters their
(Budge, 2000). Further, the location in which students are seated can influence
access to learning resources, such as being able to clearly see the board or teacher.
It has also been suggested that a student’s own satisfaction with where they are
placed in the classroom can affect learning achievement and behaviour. Therefore,
& Gifford, 2001). This paper will compile and review various bodies of literature to
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The literature synthesis by Wannarka & Ruhl (2008) suggests that the educational
arrangement can prevent disruptive and problem behaviours which can lead to
time. This literature review investigated eight different studies which focus on
behavioural outcomes. The findings from this article state that the nature of the
learning activity should dictate the type of seating arrangement used. The article
independent work should consider predominantly arranging their tables in rows over
groups, with findings showing that this is of particular importance for students who
clear line of the teacher where it is difficult to engage in disruptive behaviour without
being seen by the teacher. However, if the nature of the task is collaborative, such
should be used.
Another article which was examined is the literature review by Haghighi & Jusan
articles on this topic that teachers oftentimes pick a seating arrangement at the start
of the teaching period and do not change it throughout, but this study highlights that
on the specific tasks that will be conducted in class. Generally, these articles findings
coincide closely with that of Wannarka & Ruhl (2008), in saying that depending on
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the nature of the task at hand, different seating arrangements will be more desirable.
For instance, it is reiterated that the task is reliant on student interactions and
up in this review, is the lack of priority placed on the students perception on the
seating plan. The article raises two important questions for future research: “If a
their own seating location in any of the three layouts, which particular seat would be
arrangement they do not like is that it has the potential to increase amount of
disruptive behaviour as a result of children feeling unhappy with their seating location
Another article which was examined was an observational study written by Siang
(1991) which examined and inteviwed 22 students. The findings of this article
reinforces the findings from other studies in saying that appropriate seating
arragenment and student location within the classroom can have implicaitons for the
another important consideration that other studies do not. Siang (1991) interviwed
students and asked them how they felt about where they sat with some important
issues being brought up. Another point brought to light by this study is that certain
personality types had preferences for where they would sit in the classroom, as the
and passive learners who did not enjoy being overly involved in class discussions
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and activities. For instance, some students felt their learning was impeded by a
seating plan versus if they had freedom over where they sat. Some students stated
that they would have sat closer to the board or teacher as they find it difficult to hear
or see when they are too far away. This intrinsic feeling of not being in an optimal
location in the classroom was an influencing factor for students engaging in off-task
article that although strategic seating arragenments can have positive influences on
students should be seated if educing student demotivation and unruly behaviour are
to be achieved.
Finally, the last article which was analysed is the paper written bt Bennet and
Blundell (1983). What makes this article unique is that researchers not only analysed
student behaviour but also compared both quantity and quality of work of students in
row seating arragenments. Work quantity was measured by calculating the number
of attemped questions throughout the lesson whilst quality was measured by the
this article suggest that seating arrangement had a positive impact on behavioural
outcomes and quantity, but not quality. Findings from the research that students
were able to answer a significant amount more questions but the percentage of
answers which were correct was not statiscially significant.This further reinforces
other literature on the effectiveness of seating plans, that they have potential to have
positive impacts on both learning and behavioural outcomes but should be chosen
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based on the nature of the tasks which will be completed. Tasks which require
small groups where as if the work is predominantly done individually, rows are
preferred.
What can be concluded from this literature review is that intelligent, task-specific and
purposely chosen seating plans can have positive effects on student behaviour. It is
appropriate seating plans are implemented. Educators should know their student’s
individual charactersitcs and adapt to suit their classroom dynamics whilst also
considering the nature of the tasks being completed when selecting a seating plan.
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teacher
view
with peers
Acts of defiance
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Prior to the study taking place, consent forms would be distributed to each student
by the teacher of the class and returned to the teacher. All students would need to
give consent if the study is go ahead. Once consent is acquired from each student,
were thought to potentially be the most disruptive time of day (e.g. after lunch break).
If circumstances allow, it would be the same class being observed during the same
period, with the same teacher, to better create a constant environement, so there is
other factors outside of the seating arrangement. Each class would only be told a
study is being carried out but not the nature of the study, as not to influence students
to behave in a certain manner because they know their off-task behaviours are being
monitored. Two lessons would be observed, with tables being organised in rows, two
classes utilising a U-shape arrangement and the other two classes using small
selecting which classes would be observed. If time and fesability allows, it would be
ideal for the study that one class observing the effect of a U-shape class would be
arrangements when enaging in different tasks. The same applies to the ideal
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task at hand; however, for the purpose of this research is loosely defined, as the
be tallied each time they are observed in the table provided. Each individual
“instance” of off-task behaviour would add to the tally. If multiple students are
engaging in the same off-task behaviour (e.g. play fighting with each other), a tally
would be added for each student involved. Results would then be compared
between the classes and the amount of tallied off-task behaviours would be the main
study. This would allow for another tally to be recorded and an average score
calculcated, which would reduce the impact of factors which may skew results, for
example, human errors, such as one observer not being abe to see certain students,
or simply not seeing off-task behaviours occurring as focus was elsewhere. It is also
important to note that it should be discussed with the teacher prior to selecting which
class to observe, if there is any students with learning difficulties, as this would skew
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References
Benedict, M., & Hoag, J. (2004). Seating Location in Large Lectures: Are Seating
Bennett, N., & Blundell, D. (1983). Quantity and Quality of Work in Rows and
10.1080/0144341830030201
Douglas, D., & Gifford, R. (2001). Evaluation of the physical classroom by students
doi: 10.1080/00131880110081053
Sztejnberg, A., & Finch, E. (2006). Adaptive use patterns of secondary school
10.1108/02632770610705275
Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive
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