Individual Reflection on Classroom Arrangements Observed

I observed at Licking Heights High School where I am working with a mentor in a traditional setting since my school is a virtual school. I will comment on the virtual classroom after reviewing some observations on classroom arrangements in the traditional school. At Licking Heights there were a variety of room arrangements and interestingly they varied by subject and department as well as by teacher.

The most unique arrangements were in non-core subject classes (electives) such as art, music,
drama, career preparation and literature. Some of the unique arrangements included clusters,
large squares, round tables, and a whole large group table. Common arrangements included rows and variations of rows. In comparison, all of the arrangements that were most unique appeared to be arranged specifically to facilitate student interaction and problem-based learning. The common arrangements, on the other hand, were more conducive to direct instruction and were most prevalent in subjects like math.

It became apparent that teachers arranged their rooms to facilitate the type of instruction they use most often. One of the most unusual designs was a large square whole group arrangement where the teacher was part of the arrangement and did not use the "teacher desk". This arrangement could facilitate the teacher being part of the group or team. Many of the cluster or
group arrangements would facilitate any cooperative or group project-based learning.

Traffic patterns around seating arrangements were tighter in classrooms where rows were used.
Teachers could walk more freely and circulate more easily in classrooms with group arranged seating. Sometimes it appeared to be difficult though, for a teacher in some group arrangements to find a seat and spend time specifically with the group rather than just circulating.

In all classes except in the computer lab the computers were separated from the actual seating arrangement. One teacher used laptops in the room with the class. I would like to see laptops available to all students in the classroom at their seats to facilitate instruction. These could be stored in carts within the room if the infrastructure would allow. The computer lab was arranged with tables in rows.

A supervisor doing an observation or a classroom walk through could tell the kind of instruction used most frequently by the teacher based on the classroom arrangement. As in the case studies from Vanderbilt, the supervisor might also observe and make suggestions on classroom management and student behavior based on the room arrangement.(http://ins.peabody.vanderbilt.edu).

Walking through the school would help someone planning for staff development to know the kind of instruction most teachers in the school use and some of the unique and innovative kinds of instruction that might be happening. It might even lead to having predetermined groups with some teachers still using rows combined with teachers that use group or innovative settings to share ideas at professional development.

I wanted to comment on the virtual classroom. Although there is no way to observe seating, the virtual classroom can be "viewed" . The virtual classrooms that we have at VCS Ohio Elementary have learning centers in math, reading, science, social studies and K-3 in daily skills. These centers might be visualized as being all around the "room" with students visiting them individually. Students "sit" together in groups that might be in the center of the room. The groups are fluid and include whole large group and small group (differentiated by learning style, progress, interests, or remediation needed) Although there is no actual classroom arrangement it is still possible by visiting a teachers learning centers and elluminates to tell what style of instruction they prefer and use most frequently.