Presenter Information
Duquesne University School of Education, Department of Educational Foundations and Leadership
Abstract
Every K-12 classroom has a unique dynamic produced by students and managed by its teachers. The relationships between peers, as well as the relationships between students and their teacher play an integral role in how students work and behave each day. An important aspect of the classroom dynamic that teachers’ control is seating arrangements. Indeed, extant research has debated on the best practice for seating arrangements in classrooms to create optimal learning environments that benefit both pupil and teacher. Some studies suggest that students work better when they are working with people that they have positive relationships with. Contrarily, others suggest that a seating chart is necessary to keep students on task and learning most efficiently. Through a narrative literature review, this research paper aims to answer that question, considering the myriad of factors that impact student behavior and engagement, such as grade level, student special needs (i.e., special education, learning disability, gifted, etc.), as well as peer relationships and students’ connection to the classroom itself.
School
School of Education
Advisor
Dr. Christopher Harris Ph.D.
Submission Type
Paper
Included in
Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, Other Education Commons, Secondary Education Commons, Social and Philosophical Foundations of Education Commons, Special Education and Teaching Commons
Best Practices for Classroom Seating Arrangements: A Narrative Literature Review
Every K-12 classroom has a unique dynamic produced by students and managed by its teachers. The relationships between peers, as well as the relationships between students and their teacher play an integral role in how students work and behave each day. An important aspect of the classroom dynamic that teachers’ control is seating arrangements. Indeed, extant research has debated on the best practice for seating arrangements in classrooms to create optimal learning environments that benefit both pupil and teacher. Some studies suggest that students work better when they are working with people that they have positive relationships with. Contrarily, others suggest that a seating chart is necessary to keep students on task and learning most efficiently. Through a narrative literature review, this research paper aims to answer that question, considering the myriad of factors that impact student behavior and engagement, such as grade level, student special needs (i.e., special education, learning disability, gifted, etc.), as well as peer relationships and students’ connection to the classroom itself.