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The ability for students to be able to see their peers through using the U-shape may establish a sense of equality within the class and limit struggle of competing for teacher attention that may result in traditional furniture alignment (Fernandes,2011). This layout encourages students to collaborate and converse about the content, promoting a comfortable vibe for the group dynamic. Furthermore, students who are shy may benefit from the social dynamic offered by this layout without being pressured by the level of socialization in grouped seating.
Pedagogy may benefit through this layout as teachers and students are able to observe one another at all times. This has the potential to increase eye contact and enhance social interaction within the group making group discussions and whole-class collaboration activities more effective (Rae, 2013). This layout allows teachers of all Key Learning Areas the ability to democratically operate their class, while being able to assess the dynamic of the group and readily shift to more student or teaching centered learning approaches when deemed necessary. Additionally, the teacher’s ability to more carefully observe their students enables them to differentiate learning for specific students struggling with content or engagement. (Killen, 2013).
The classroom layout may be less effective for larger classes, particularly in smaller rooms as two concentric U-shapes may have to be formed, which eliminates the benefit of everyone being able to see one another's faces and risks students at the back of the class becoming less engaged in the class (Paechter, 2011).
"The classroom is an environment that instigates the education of learners, consisting of all variables in the physical, social and psychological context of learning." Anekwe, 2012
One of the most important factors influencing student learning is the physical classroom. Its physical, emotional and aesthetic attributes are critical in the personal and educational development of students, and are key in complementing the teaching practices of educators ( Asiyai, 2014).
It is important that teachers are aware of the way in which their physical classroom can be used as a powerful agent in strengthening the teaching and learning process and creating a quality learning environment
In order to combat the limitations of each of these layouts, teachers may wish to move around their classroom in order to ensure that all students are able to engage with them throughout the lesson, and tasks may be designed to encourage independent or collaborative work that differs to the norm of the classroom arrangement. It is important to remember that the classroom does not define the learning that will occur. It is our responsibility, as teachers, to use the classroom as an agent of leanring and empower it to its full potential with our pedagogical approaches in order to ensure that our students receive the best learning experience we can provide them
We have identified three classroom layouts commonly used in current classrooms and have concluded the way each of these complement a specific management theory approach, can strengthen teacher' pedagogy, and enhance student learning.
This classroom layout complements teachers with pedagogies rich in student-directed learning and 21st century learning initiatives, who prefer to use group work and shared learning experiences to improve the education of their students. Through using this layout, teachers are able to introduce seating plans in order to incorporate the social learning practices of Vygotsky by placing struggling students with More Knowledgeable others (McDonald,2014). It has been proposed that students often understand content better when it is explained to them by a peer. (Killen, 2013).
A grouped classroom arrangement encourages a sense of community which aligns with the views of Rudolf Dreikurs' Goal Centered Theory which outlines the need for all students to belong in a community environment with their peers and teacher (McInerney, 2014). By accommodating for these needs, teachers also allow students with poor social and language skills the opportunity to further develop these skills as part of the group dynamic. Killen (2013) suggests that small group work has the potential to aid in student development in these areas and improve their overall academic achievement
Physical sensory elements of the learning environment that may be used by teachers to achieve this are colour, lighting, space, social and furniture. (Anekwe, 2006) However, it is essential that teachers do not use too much or too little of each of these aspects as they may become distractions as opposed to stimulators (QLD DET, 2013).
We have also identified limitations of which may be prevalent for each model which teachers should be aware of and seek to address if using a classroom of these specific layouts in order to establish a positive and quality learning environment.
This classroom layout may be challenging for introverted students to flourish in as it demands a social and communicative element from every student in order to create an effective learning community (Oloyede and Adesina,2013). It may also be frustrating for students who are academically competitive to constantly work as part of a group. Furthermore, this layout demands a substantial amount of space and consideration to ensure that all students are able to view the teacher and boards, as well as their peers. If the space is too crammed, the environment may be uncomfortable and not promote a quality learning environment.
Anekwe, J. U. and Ifeakor, C. (2010). “Learning environment for achieving standards in secondary school,” UNIZIK Orient Journal
of Education, 4 (1), 202-213.
Asiyai, R (2014). "Student's Perception Of The Condition Of Their Classroom Physical Learning Environment And Its Impact On
Their Learning And Motivation." College Student Journal 48(4): 716 - 726.
Killen, R. (2013) Effective Teaching Strategies From Research and Practice. Australia, Cengage Learning Australia Pty Limited.
Fernandes, A.C., Huang.J, Vince, R. (2011). Does where a student sits really matter? – The impact of seating locations on student
classroom learning. International Journal of Applied Educational Studies, Vol. 10 Issue 1, p66-77. 12p.
McDonald, T. (2104). Classroom Management: Engagement: Engaging Students In Learning. Australia, Oxford University Press.
McInerney, D.M. (2014). Educational Psychology: Constructing Learning. Australia, Pearson Australia.
Nwanekezi, A. U. and Iruloh, B. R. (2012). “Assessing learning environment for achieving standard in primary education:
Implication for counselling for human capital development,” African Research Review, 6 (2), 274-285.
Paechter, C., Edwards, R., Harrison, R., Twining, P.(2001). “Learning, Space and Identity”. Published by Open Universities. Vol.1,
Chap. 7, P87-92.
by Sarah Gurr, Taya Elphinstone and Mikahlia Holmes