Change/circulate the seating regularly
I usually change the seating arrangement every six weeks to try to maximize the students ability to listen and learn. —East, January 29, 2008, EDCI 6304
I change my seating chart once per six weeks to try to give every student a chance to sit near the front at some time during the year. One strategy that I use to overcome the effect of class seating is that I try to circulate around the room as much as I can so that I can make sure that every student is getting the attention they need. It helps a student feel more involved in class and less like the forgotten kid in the back of the class. Carlos Moreno February 5, 2008, EDCI 6304
Ask for students’feedback
One way to remedy this dilemma is to take the time to ask your students about their environment. Ask the students what makes them comfortable. If the students are truly going to take ownership of their classroom, why not make them accountable for their learning and base it on the decisions that they make about their classroom.—Nora Lamas January 30, 2008, EDCI 6304
Use point/rewards systems for good behavior
In the first grade class, I had a class of 21. These kids were great but as any other normal kids, they got out of hand sometimes. They sat in groups of five and the teacher had assigned them certain roles/duties for the week such as: manager, assistant manager, leader, etc. This helped them stay on task due to a point system; whoever's group was the most well behaved gained points and got prizes at the end of the week. It seemed to have worked for the 7 weeks I was there. That's how we were able to control a class of 21.—Mayra Garcia January 31, 2008, EDCI 6304
Consider students’ individual needs and conditions
As a teacher you need to consider that some students need that space because of their body shape and you don't want to put them in an uncomforatble situation where they don't fit in the desk. Some students need to be sitting in the front of the class so they won't be distracted by other students or might learn better having less distractions.—Luz Guillen February 3, 2008, EDCI 6304
Another factor that needs to be considered are the kids with hearing or eyesight issues.—Carlos Moreno February 5, 2008, EDCI 6304
Consider individual motivation/interest
On the other hand, if I wish to learn about something that is very interesting to me, I don’t mind being in a large class because my own interest is what motivates me to learn regardless. For example, when I had to learn CPR as part of my job I felt the instructor was rushing through the lessons just to give everyone time to practice with the equipment. I didn’t feel I had learning what I needed to learn because I was doing it for a certificate my boss wanted me to get and not because I wanted it.—Henry, February 4, 2008, EDCI 6304
Few years ago I went to an Intel training sponsored by the BISD. I was very motivated to learn how to incorporated technology in the classroom. I was a class of about 30 students. I did learn a lot and the large class did not bother me at all. —Henry, February 4, 2008, EDCI 6304
Consider the match between class size and classroom size
Class size and seating arrangement does have an impact on student learning, and to add to that the size of the room also matters. I am teaching in a small portable building and it is very hectic, and not to mention a safety hazard especially when the students are conducting a lab. Out of the 6 classes that I have 2 are 24 students or more. I know that 24 students do not sound like a lot. But when my car garage is much larger than my classroom, I have no place to move students around.—East, January 29, 2008, EDCI 6304
To read more on Class Size & Learning:
Greetings from the editor
Class size & Learning: Where do I sit? How do I le...
Class size & Learning: Problems of Larger-Size Cla...
Class size & Learning: Benefits of Smaller-Size Cl...
Class size & Learning: Seating Arrangement
Class size & Learning: Tips and Suggestions
Class size & Learning: Questions unanswered
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