Classroom Seating Arrangement
Which seating arrangement would you choose for your EFL classroom? Why? What are the advantages and disadvantages of your selected seating arrangement?
When considering a seating arrangement, it has been important for me to observe how many EFL students I have, their English language abilities, and what their mother tongue is.
My classroom set-up is unique. While there is a U-Shape surrounding the classroom (where 16 students can sit), there are two clusters in the middle of the U-Shape, each seating 6 students. This set-up allows for group work easily, but the clusters and corners of the U-Shape allow for students to feed off of each other. A diagram of the classroom can be found below.
10
1
2
3
4
5
6
7
8
9
11
12
13
14
15
16
17
18
19
21
20
22
23
24
25
27
26
28
Support
(when available)
In this seating plan, each number is a different student. Those numbers circled have little to no English skills, the square (student number 24) has been tested to be at Stage 2 – has sufficient language ability to be independent, but needs additional support in terms of resources; those in diamonds are considered to be sufficient enough in English that they do not need any differentiated resources; however, often their parents do not speak English. As you can see, the additional instructional support, including teaching assistants when available, sit in the corner with the EFL students and is able to assist them without disturbing the other students. Student number 28, who is technically a Stage 1 student with little English skills, speaks the same language as the student numbers 23, 24, and 27, and benefits from being next to the teacher due to her persistent behavioural difficulties.
However, a weakness of this seating plan is that the students on the sides of the U-Shape do not feel as involved in ‘group’ activities as those in the clusters or in the corners. However, those seats are good for students with behavioural difficulties who
When considering a seating arrangement, it has been important for me to observe how many EFL students I have, their English language abilities, and what their mother tongue is.
My classroom set-up is unique. While there is a U-Shape surrounding the classroom (where 16 students can sit), there are two clusters in the middle of the U-Shape, each seating 6 students. This set-up allows for group work easily, but the clusters and corners of the U-Shape allow for students to feed off of each other. A diagram of the classroom can be found below.
10
1
2
3
4
5
6
7
8
9
11
12
13
14
15
16
17
18
19
21
20
22
23
24
25
27
26
28
Support
(when available)
In this seating plan, each number is a different student. Those numbers circled have little to no English skills, the square (student number 24) has been tested to be at Stage 2 – has sufficient language ability to be independent, but needs additional support in terms of resources; those in diamonds are considered to be sufficient enough in English that they do not need any differentiated resources; however, often their parents do not speak English. As you can see, the additional instructional support, including teaching assistants when available, sit in the corner with the EFL students and is able to assist them without disturbing the other students. Student number 28, who is technically a Stage 1 student with little English skills, speaks the same language as the student numbers 23, 24, and 27, and benefits from being next to the teacher due to her persistent behavioural difficulties.
However, a weakness of this seating plan is that the students on the sides of the U-Shape do not feel as involved in ‘group’ activities as those in the clusters or in the corners. However, those seats are good for students with behavioural difficulties who