sábado, 25 de septiembre de 2021

TYPES OF SEATING ARRANGEMENTS IN CLASSROOM

 

19 types of seating arrangements for classrooms

1. Pairs

Let’s start with one of the most used bench seating arrangements: Pairs. Pair up students and let them work individual or together. It’s more fun with two but still gives you a nice overview. In this way, students can get their heads together when needed. If they have to work individually, let’s say they have a test, you can place a binding folder between the students. Here, you can also easily divide your classroom into three columns of pairs. Ask, for example, the first column to answer question A, the second column to answer question B and the last column to answer question C. Go over the answers when they’ve finished. That way, you can speed up the classical work.

Classroom seating arrangements - Pairs

2. Grid

This seating arrangement is especially handy when testing your students or when you want them to work individually. They can’t talk to each other or let their eyes wander on someone else’s paper. I wouldn’t recommend this seating arrangement in your classroom all the time. Students could get demotivated as they have no-one to “whisper” to.

Classroom seating arrangements - rows

3. Presentation

Get your students seated next to each other on one line. Repeat this a few times if you have enough classroom space. The purpose is to let students listen to the one in front of the classroom. This can be the teacher, or a student giving a presentation or demonstration. Seating your students this way is a good idea when you want them to focus on the front of the classroom. All students should be able to see something and it’s easier for the one in the front to divide its attention and eye contact.

Classroom seating arrangements - presentation

4. Groups of Four

Use small groups of four when you want your students to put their heads together. You can let them work on an assignment. You can also let them think about a question individually and ask them to deliberate with the other students in the group. Of course, just individual work is also possible. This seating arrangement just makes it a bit more social. When working with “groups of four” students get to sit with others all the time. They get to know each other better and make friends. This seating arrangement is a good idea to start the year.

Classroom seating arrangements - Groups of four

5. Corner Work

When you’re working on a big project or teaching a comprehensive topic with different aspects or themes, this seating arrangement will do just fine. Assign different tasks to each corner. For example, a (digital) crossword riddle, a quiz, a video with questions, a whiteboard exercise, … All the assignments complete each other. Let your students shuffle so they’ve been to every corner and did every assignment. You can also use it to split up students with the same learning level. One corner where students get more instructions, the other has expansion exercises, one corner has noise-canceling headphones so students can concentrate, etc.

Classroom seating arrangements - Corner work

6. U-shape

The U-shape or the horseshoe. This classroom arrangement encourages discussion and makes it easy for the teacher to observe students and give one-on-one help. Don’t use this desk arrangement for group work. This will be almost impossible.

Classroom seating arrangements - U-shape

7. Double U-shape

When you have more students or a smaller classroom, you can choose for the double U-shape arrangement. This allows you to put more students next to each other. It’s very cozy but has some disadvantages as well. For example, it’s harder for the teacher to go around in the classroom. One-on-one support is more or less off the table here. Students in the back might feel a bit left out as well. It’s best to use this arrangement when giving a presentation or when teaching in front of the classroom.

Classroom seating arrangements - Double U-shape

8. U-shape Large Classroom

You can see where I’m going here. Let’s say you have a large classroom and a lot of students, then you can definitely use this student desk arrangement. In contrast to the double u-shape arrangement, this u-shape for in a large classroom doesn’t really cast students out. There’s no separate “U” in the front, which makes it more open to the students in the back.

Classroom seating arrangements - Double U-shape

9. Conference Small Classroom

Are you teaching a small group of students? In that case, the conference classroom arrangement is a possibility. The “conference classroom” gives your students an “equal voice” and a snapshot of a business meeting room. Use the conference seating arrangement when making classroom rules, planning an event, for an intervention, a class discussion, etc. You can also practice speech (foreign language) by letting the students facing each other talk to each other. Let them switch places and move on to the next student in line and talk about another topic.

Classroom seating arrangements - Conference S

10. Conference Large Classroom

Don’t worry though, there’s a conference classroom layout for many students and a large classroom as well. Use this just like mentioned above. The only thing that’s not possible is letting students face each other and talk directly to them. Don’t use it for group work either.

Classroom seating arrangements - Conference L

11. Herringbone

This interesting student desk arrangement serves two purposes. It is rows of two, three or four, but slightly turned so they face the center of the classroom. This way, students give full attention to the teacher or students at the front of the classroom, and they can join in on a classroom discussion easily. You can also let your students work together with the ones on their row. Classroom seating arrangements - Herringbone

12. Rows

This is used most of the time in higher education when students have to listen to the teacher in the front. Here, the teacher can’t give any one-on-one feedback as it’s hard to reach students in the middle. It’s a seating arrangement to get as many students in one classroom.

Classroom seating arrangements - Rows

13. Computer Combination

Any of the other classroom seating arrangements work with portable devices like laptops, chromebooks or tablets. When you’re in a classroom with student desks and computers, you can use this classroom layout. It gives you an overview of your students’ computers.

Classroom seating arrangements - Butterfly

14. Butterfly

This one is probably new to you. Let your students work individually, yet they sit together. This middle of the butterfly serves as a place where students go for extra instructions or a new assignment. Everything will be spread out on those desks in the middle. The teacher will be available to give more guidance when needed as well.

Classroom seating arrangements - Butterfly

15. Eye

Use eye-formation when you’re setting up a debate or discussion. Select a group of students that will debate in the middle of the eye. The rest will be the audience.

Classroom seating arrangements - Eye

16. Circle

The circle is a classic seating formation in which you encourage your students to join a classroom talk or discussion. It’s more or less the same as the conference classroom seating.

Classroom seating arrangements - Circle

17. Large Groups

Split your classroom into two large groups. Let the groups work on bigger projects like organizing an event, putting together a play, setting up their own “company”, keep a political meeting with different representatives,etc. Keep in mind that it might get loud in your classroom.

Classroom seating arrangements - Large group

18. Horseshoes

Use this classroom desk arrangement to encourage discussion in smaller groups. Introduce some bold statements or “problems” about your teaching topic and let your students discuss them in their groups (in a foreign language you’re teaching languages). Encourage your students to come to a consensus or a solution to the problem.

Classroom seating arrangements - Horseshoes

19. Banquet

Use this classroom seating layout for two things:

  • Let students talk to the one facing them (discussion, practice a foreign language, get to know each other, etc.).
  • Divide your classroom into two groups. Let them work together on bigger projects like in number 17. Let them organize an event, put together a play, set up their own “company”, etc.

Classroom seating arrangements - Banquet


GROUPING LEARNERS

 WHAT DOES GROUPING LEARNERS MEAN?

There are different ways in which we can organise our learners in the classroom. For example, learners can work on their own, as a whole class, in pairs, in teams, in groups. Organising learners into different working patterns is what we mean by grouping learners. 

Teacher - student interaction patterns

Grouping learners 2

Students can be grouped in the classroom in two different ways. The first way is when the teacher selects specific interaction patterns for the students. This means the ways they can work together and with the teacher in the class. These include group work, open class, pair work and individual work. They also include the teacher to student(s) and student(s) to teacher.

This table shows the examples of different interaction patterns

Teaching purpose: Why?

Activity: What?

Interaction pattern: How?

Review the students’ knowledge of vocabulary and/or structure and the topic or context.

Brainstorming

1. Groups: students to students (Ss —>Ss)

2. Feedback: students to teacher (Ss —>T)

Check students’ understanding of new vocabulary

Bingo game

Whole class: teacher to students

(T—>Ss)

Give students practice in scanning

Reading and filling in a chart

1.Individuals

2. Pair-work: student to student (S —> S)

In lesson plans, usually short forms are used to show interaction patterns. Eg: T —-> Ss rather than writing out ‘teacher to students’. ‘S’ means one student whereas ‘Ss’ means many students.

In my point of view, we can arrange the groups as we want depending on the number, age and method. Methods which can be used in a very traditional way could be the grammar translation method and direct method. The ones with a wider range of ways is dessugestopedia, multiple intelligences and total physical response. 

In my case what I do is to group work with different patterns such individuals, pairs and groups (no more of three people). This last thing is ideal since we can manage more effectively the way we teach and monitor everyone in the classroom. 

 
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TEACHER ROLE IN CLASSROOM MANAGEMENT

 

What are the roles a teacher uses?

The roles of the teacher 2

All teachers change roles during a lesson. The roles will suit the lesson type, activities, lesson aims and the level and age of the students. A teacher may act as a planner, an informer, a manager, a parent or friend or a monitor at different moments. When students do a role-play, one role that the teacher has is to ensure that the students are doing what the teacher wants them to do. This is what we call monitoring. When new language is presented to the class, the role of the teacher is to inform and explain to the students. In the table below, you will find some roles teachers usually use.

Role

  • The teacher

1.       Planner

  • Prepares and thinks through the lesson in detail before teaching it so that it has variety and there are appropriate activities for the different learners in the class.

2.       Informer

  • Gives the students detailed information about the language or about an activity.

3.       Manager

  • Organises the learning space, makes sure everything in the classroom is running smoothly and sets up rules and routines (i.e. things which are done regularly) for behaviour.

4.       Monitor

  • Goes around the class during individual, pair and group work activities, checking learning

5.       Involver

  • Makes sure all the students are taking part in the activities.

6.       Parent/Friend

  • Comforts students when they are upset or unhappy

7.       Diagnostician

  • Is able to recognise the cause of students’ difficulties.

8.       Resource

  • Can be used by the students for help and advice.

TYPES OF CLASSROOM INTERACTION

 How many types of interactions are there in a classroom?

 Lesson Classroom Interaction Patterns: Wages & Disadvantage | Learning And  Doing

There are four types of interaction observed during the teaching learning
processNaskah : (1) teacher student interaction, (2) teacher students interaction, (3)
student(s) – teacher interaction, (4) student(s) – student(s) interaction.
Teacher – student interaction happens between the teacher and one student,
that is to say a teacher takes a part in such interaction. She negotiates with her student
the content of the course, asks questions, use student’s ideas, lectures, gives directions,
criticizes or justifies student talk responses. On the other hand, the students will benefit
by drawing on the experience of his/her teacher on how well to interact in the manner
that is the most effective.
During teacher-student interaction, the student seek to demonstrate their
speakingand listening skills in front of the teacher that is why latter should consider her
way of interacting which is very crucial in learning and teaching.

CLASSROOM INTERACTION

 What's classroom interaction?

 Kingdom of English Education: Classroom Interaction

 The term classroom interaction refers to the interaction between the teacher and learners, and amongst the learners, in the classroom. Earlier studies of second language (L2) classroom interaction focused on the language used by the teacher and learners, the interaction generated, and their effect on L2 learning. More recent studies have begun to investigate the underlying factors which shape interaction in the classroom – e.g. teacher and learner beliefs, social and cultural background of the teacher and learners, and the psychological aspects of second and foreign language learning – providing further insights into the complexities of classroom interaction.

Background

L2 classroom interaction research began in the 1960s with the aim of evaluating the effectiveness of different methods in foreign language teaching in the hope that the findings would show the ‘best’ method and its characteristics. The methodology adopted was strongly influenced by first language (L1) classroom teaching research which was motivated by the need to assess objectively the teaching performance of student-teachers during practical teaching. Various classroom observation instruments have been proposed to capture the language used by the teacher and the interaction generated (see Chapter 16). These interaction analysis studies revealed that classroom processes are extremely complex and that a prescriptive approach to ascertain the ‘best’ method would be fundamentally flawed if the descriptive techniques are inadequate. Research efforts therefore turned to coping with problems of description (Allwright 1988), and the focus of classroom interaction studies shifted from prescriptive to descriptive and from evaluative to awareness-raising.

 

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