Case Study
Effective Room Arrangement: Elementary
Case Study
Effective Room Arrangement: Elementary
Introduction
Effective room arrangement refers to the thoughtful composition of a classroom’s many physical elements (e.g., desks, books, other materials) to establish a learning environment that facilitates effective instruction and promotes student growth. Carefully arranged classrooms not only help develop significant relationships with students and celebrate students’ backgrounds but create a safe learning environment. Moreover, well-designed classroom environments:
- Decrease the likelihood of inappropriate student behavior
- Facilitate appropriate social interactions among students
- Provide structure and predictability
- Increase academic engagement
- Positively impact student performance
With an effective classroom arrangement, teachers can facilitate different instructional activities and support the varying needs of students. Additionally, they can prevent disruptive behaviors and the loss of instructional time. Each classroom is unique and has different needs. For this reason, there is no one best way to design the classroom environment. However, teachers can design effective classroom arrangements using the practices described in this case study:
- Facilitating efficient traffic patterns
- Supporting frequent interaction and monitoring
- Maximizing teaching and engagement
- Minimizing distractions
These practices will be explored on the following IRIS STAR Sheets.
Milner, H. R., Cunningham, H. B., Delale-O’Connor, L., & Kestenberg, E. G. (2019). “These kids are out of control”: Why we must reimagine “classroom management” for equity. Corwin.
Each case study includes multiple STAR Sheets and cases.
STAR (STrategies And Resources) Sheets—These provide a description of a well-researched strategy that can help you solve the cases.
Cases—These present a problem-based classroom issue or challenge and an assignment, which can be completed using one or more of the STAR Sheets. There are three progressive levels of cases: Level A (gathering information), Level B (analyzing information), and Level C (synthesizing information).
STAR Sheet
Facilitating Efficient Traffic Patterns
About the Strategy
Facilitating efficient traffic patterns involves arranging the physical aspects of the classroom (e.g., materials, equipment, other students) to ensure that teachers and students alike can move through the room and access materials without difficulty.
What the Research and Resources Say
- Eliminating physical barriers and providing ample walkways can facilitate students’ and teachers’ movement and prevent disruptions and collisions with objects or others (Jones & Jones, 2007).
- By intentionally designing and managing effective traffic patterns, teachers can increase classroom safety (Sprague, 2007).
- Effective traffic patterns and easy accessibility to storage, resources, and tools are important components of conducive learning environments (Evertson & Emmer, 2017).
- Flexible access to furniture, equipment, and supplies helps establish student independence in the learning environment (HEFCE, 2006).
- Students are more likely to use instructional materials that are easy to access (Gettinger & Fischer, 2015).
Strategies to Implement
- Arrange the classroom to promote a smooth traffic flow that avoids areas getting congested or going unsupervised.
- Assess the classroom for the presence or absence of the “bump factor.” Challenging behaviors (academic and social-emotional) are more likely to occur if students or teachers are routinely bumping into objects or others.
- Place frequently utilized supplies, equipment, and materials in easy-to-reach locations.
- Create walking space between and around classroom furniture and equipment and remove any unused or unnecessary furniture and equipment.
- Teach students procedures and routines for activities that require movement, including transitioning between activities, accessing materials and supplies, and practicing emergency drills and other safety procedures.
- Remove unused or unnecessary equipment and furniture from the classroom to facilitate efficient traffic patterns.
Keep in Mind
- A simple way to test the traffic patterns in the classroom is to walk through all the designated areas with the chairs placed as though students were seated in them.
- In the event of an emergency, blocked walkways can be problematic or even For this reason, it is a good idea to make note of items that hinder efficient traffic patterns while practicing emergency drills.
- Some students, such as those who use wheelchairs and walkers, might benefit from additional space for movement (e.g., wider aisles) as well as storage for any special equipment.
For Your Information
Efficient traffic patterns allow teachers to more easily incorporate purposeful movement during instruction (e.g., physical games, hands-on tasks, role-plays). This type of movement has many benefits, such as helping students to:
- Contend with anxiety (especially those who live in poverty and experience chronic stress)
- Process information
- Maintain engagement
- Increase their positive attitudes and motivation
- Reduce off-task behavior
- Improve academic achievement
Ellison, C. M., Boykin, A. W., Towns, D. P., & Stokes, A. (2000). Classroom cultural ecology: The dynamics of classroom life in schools serving low-income African American children (Report No. CRESPAR-R-44). National Center for Research on Teacher Learning.
Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, K. (2008). IES practice guide: Reducing behavior problems in the elementary school classroom. National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/behavior_pg_092308.pdf
Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th ed.). Pearson.
Gettinger, M., & Fischer, C. (2015). Early childhood education classroom management. In E. T.
Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 141–166). https://doi.org/10.4324/9780203074114
HEFCE. (2006). Designing spaces for effective learning: A guide to 21st century learning space design. JISC Development Group. https://resources.finalsite.net/images/v1741805287/d41org/yvy5ovocew8sro8foqw2/learningspaces.pdf
Helgeson, J. (2011). Four simple ways to add movement in daily lessons. Kappa Delta Pi Record, 47(2), 80–84. https://doi.org/10.1080/00228958.2011.10516567
Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009).
The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience, 159(3), 1044–1054. https://doi.org/10.1016/j.neuroscience.2009.01.057
Jensen, E. (2009). Teaching with poverty in mind. ASCD. https://www.ascd.org/books/teaching-with-poverty-in-mind?variant=109074
Jones, V. F., & Jones, L. S. (2007). Comprehensive classroom management: Creating positive learning environments (8th ed.). Allyn & Bacon.
McGill, P., Teer, K., Rye, L., & Hughes, D. (2003). Staff reports of setting events associated with challenging behavior. Behavior Modification, 27(2), 265–282. https://doi.org/10.1177/0145445503259392
Stalvey, S., & Brasell, H. (2006). Using stress balls to focus the attention of sixth-grade learners.
Journal of At-Risk Issues, 12(2), 7–16. https://files.eric.ed.gov/fulltext/EJ853381.pdf
Strean, W. B. (2011). Creating student engagement? HMM: Teaching and learning with humor, music, and movement. Creative Education, 2(3), 189–192. https://doi.org/10.4236/ce.2011.23026
Sprague, J. (2007, September). Creating schoolwide prevention and intervention strategies: Effective strategies for creating safer schools and communities. Hamilton Fish Institute on School and Community Violence.
Trussell, R. P. (2008). Classroom universals to prevent problem behaviors. Intervention in School and Clinic, 43(3), 179–185. https://doi.org/10.1177/1053451207311678
Wells, S. L. (2012). Moving through the curriculum: The effect of movement on student learning, behavior, and attitude. Rising Tide, 5, 1–17. http://mat2012wells.pbworks.com/w/file/fetch/54431635/Wells,%20MRP.pdf
STAR Sheet
Supporting Frequent Interaction
About the Strategy
Supporting frequent interaction involves arranging the physical aspects of the classroom (e.g., materials, equipment, desks) to ensure that the teacher can move throughout the classroom to more efficiently access, engage with, and monitor student learning and behavior.
What the Research and Resources Say
- Teacher interaction with students is correlated to student seating location (Good & Brophy, 2008; Evertson & Emmer, 2017; Rogers, 2011; Weinstein & Romano, 2014).
- When teacher-to-student interactions increase, positive adult-student relationships develop and the occurrence of problem behaviors decreases (Colvin et al., 1997; Simonson & Myers, 2015).
- Frequent teacher movement encourages students to remain on task and offers the teacher insight into student discussions, work, and progress (Weinstein & Romano, 2014).
- When the teacher is in close proximity, the rate and probability of student engagement following an adult directive increases (Conroy et al., 2004).
- To effectively monitor and supervise learning, the teacher must move frequently throughout the classroom and maintain constant lines of sight to each student (Evertson & Emmer, 2017).
Strategies to Implement
- Circulate among students as they work (e.g., independently, in small groups) to assess and address each student’s academic and behavioral needs.
- Frequently move throughout the room when providing instruction to monitor student engagement and performance.
- Move throughout the classroom with purpose to avoid distracting students.
- Create a clear line of sight to students to easily monitor them from any location.
- Consciously place bookcases, file cabinets, and other pieces of equipment to create accessible walkways for students. Check for blind spots by standing in different locations in the room.
Keep in Mind
- By continuously moving throughout the classroom, the teacher can maintain proximity to all students, thereby heightening students’ attention to tasks and expected behaviors.
- Frequent movement among students allows the teacher to offer immediate learning assistance and provide frequent encouragement and timely feedback, all of which increases student engagement.
- Some students will benefit from more frequent teacher interaction and monitoring.
Colvin, G., Sugai, G., Good III, R. H., & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12(4), 344–363. https://doi.org/10.1037/h0088967
Conroy, M. A., Asmus, J. M., Ladwig, C. N., Sellers, J. A., & Valcante, G. (2004). The effects of proximity on the classroom behaviors of students with autism in general education strategies. Behavioral Disorders, 29(2), 119–129. https://doi.org/10.1177/019874290402900201
Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th ed.). Pearson.
Good, T. L., & Brophy, J. E. (2018). Looking in classrooms (10th ed.). Pearson.
Lampi, A.R., Fenti, N.S., & Beaunae, C. (2005). Making the three p’s easier: Praise, proximity, and precorrection. Beyond Behavior, 15(1), 8–12.
Rogers, B. (2011). Classroom behavior: A practical guide to effective teaching, behavior management, and colleague support (3rd ed.). Sage.
Simonsen, B., & Myers, D. (2014). Classwide positive behavior interventions and supports: A guide to proactive classroom management. Guilford.
Sprick, R., Knight, J., Reinke, W., & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Pacific Northwest Publishing.
Weinstein, C. S., & Romano, M. E. (2014). Elementary classroom management: Lessons from research and practice (6th ed.). McGraw Hill.
STAR Sheet
Matching Room Arrangement with Instructional Format
About the Strategy
Matching room arrangement with instructional format involves promoting student academic and social-emotional learning by arranging the classroom to facilitate the lesson and supporting activities.
What the Research and Resources Say
- Seating arrangements should match the instructional format (e.g., whole-group, small-group) because these arrangements establish both academic and social expectations (Chance, 2015; Evertson & Emmer, 2017; Gremmen et al., 2016; Weinstein & Romano, 2014; Wong & Wong, 2009).
- Flexible room arrangement supports the use of a variety of instructional formats (e.g., whole-group, small-group, individual), which help keep students actively engaged (Wong & Wong, 2009; Yoder, 2014).
- Grouped seating arrangements can increase student social interaction, while seating in rows can increase on-task behavior and the amount of independent work that students complete (Gremmen et al., 2016; Wong & Wong, 2009).
- Room arrangements that support collaborative activities can improve social interactions among peer learners, which in turn can help improve student academic performance (HEFCE, 2006).
Strategies to Implement
- For each lesson, select an instructional format and then choose a room arrangement that best supports it.
| Instructional Arrangement | Room Arrangement | Benefits |
| Independent work (e.g., tests, lectures) | Seats are arranged in rows or paired rows (see Examples A and B on next page) |
|
| Group work (e.g., learning centers, small-group discussions) | Seats are arranged in clusters (see Examples C and D on next page) |
|
| Demonstrations or discussions | Seats are arranged in a U shape or multiple U’s of five or six students (see Examples E and F on next STAR Sheet) |
|
- Involve students in designing effective arrangements for different instructional formats to increase their engagement in academic learning and to build ownership of the classroom.
- Teach students to rearrange the classroom for specific instructional formats when provided a verbal or visual cue. Successful student rearrangement requires practice.
- Provide a clear line of sight from wherever the students are seated to wherever instruction is being provided (e.g., smart board, overhead projector screen, demonstration table).
Possible Room Arrangements
Note: The classroom designs on the next page offer only a few arrangement options. Due to the variety of student seating types and room sizes, we are unable to provide an exhaustive array. Additionally, for illustrative purposes, the classroom designs below contain only the basic features of a typical classroom. As such, features such as bulletin boards, supply and storage areas, and equipment have not been included.
Independent Work/Tests/Beginning of the Year/Lecture
Example A
There are 22 student desks arranged in five rows: four rows with five desks and one row with the teacher’s desk and two student desks. The teacher’s desk is in line with the two student desks in the last row and spans the width of almost three student desks. All desks, including the teachers, are facing north. The classroom door is in the southeast corner. The trash can is on the south wall located next to the door. On the west wall, a bookcase runs the length of the first four rows, which is approximately half the wall. The dry-erase board covers two-thirds the length of the north wall. In the northeast corner, there is a computer on a desk. There is an eight-person circular table on the east wall framed in by the computer to the north, windows to the east, the door to the south, and rows of desks to the west.
Example B
There are 22 student desks arranged in four rows: three rows with three pairs of desks and one row with two pairs of desks. All desks are facing north. The classroom door is in the southeast corner. The trash can is on the south wall located next to the door. There is an eight-person circular table in the southwest corner that protrudes into the row with two pairs of desks. On the west wall, a bookcase runs the length of the four rows, which is approximately half the wall. The dry-erase board covers two-thirds the length of the north wall. In the northeast corner, there is a computer on a desk. The teacher’s desk, which faces the student desks, is located on the east wall framed in by the computer to the north, windows to the east, the classroom door to the south, and rows of desks to the west.
Group Work/Stations
Example C
There are 22 student desks arranged in five groups: four of the groups have four desks (two facing west and two facing east) and the other group has six desks (three facing west and three facing east). The classroom door is in the southeast corner. The trash can is on the south wall located next to the door. The teacher’s desk is in the southwest corner and faces north. On the west wall, a bookcase runs the length of four desks, which is approximately half the wall. The dry-erase board covers two-thirds the length of the north wall. In the northeast corner, there is a computer on a desk. There is an eight-person circular table on the east wall framed in by the computer to the north, windows to the east, the door to the south, and groups of desks to the west.
Example D
There are 22 student desks arranged off the west side of the room. Two groups nearest the west wall are angled northeast: a five-person group of desks in the north (two facing northwest, two facing southeast, and one on the southern end facing the group) with a six-person group toward the south (three facing northwest and three facing southeast). This configuration is mirrored on the eastern side, leaving space for an aisle that leads to the teacher’s north-facing desk on the south wall. The classroom door is in the southeast corner. The trash can is on the south wall located next to the door. A bookcase runs along approximately half of the west wall next to the northern group of desks. The dry-erase board covers two-thirds the length of the north wall. In the northeast corner, there is a computer on a desk. There is an eight-person circular table on the east wall framed in by the computer to the north, windows to the east, the door to the south, and groups of desks to the west.
Demonstration/Discussion
Example E
There are 22 student desks arranged in the center of the room. On the west side, the desks are configured in an E-shaped formation via a column of four east-facing desks that intersect with three offshoots of north-facing pairs. This configuration is mirrored on the east side of the room via a column of four west-facing desks that intersect with three offshoots of north-facing pairs. The teacher’s desk is against a dry-erase board on the north wall and is centered above the E-shaped formations. The dry-erase board covers two-thirds the length of the wall. In the northeast corner, there is a computer desk. There is an eight-person circular table on the east wall framed in by the computer to the north, windows to the east, the door to the south, and desks to the west. The door is in the southeast corner, and the trash can is in the southwest corner. On the west wall, a bookcase runs the length of four desks, which is approximately half the wall.
Example F
There are 22 student desks arranged in the center of the room via a large C-shaped formation that contains a smaller one, with the openings facing north. The large formation is made up of a row of seven north-facing desks flanked by columns of three inward-facing desks on either end. The small formation is made up of a row of five north-facing desks flanked by two inward-facing desks on either end. The teacher’s south-facing desk is in front of a dry erase board on the north wall and is framed in by the small C-shaped formation. The dry-erase board covers two-thirds the length of the wall. In the northeast corner, there is a computer on a desk. There is an eight-person circular table on the east wall framed in by the computer to the north, windows to the east, the door to the south, and desks to the west. The door is in the southeast corner, and the trash can is in the southwest corner. On the west wall, a bookcase runs the length of four desks, which is approximately half the wall.
Keep in Mind
- Different instructional formats might require different room arrangements.
- Continual rearrangement of the classroom can be disruptive. Teachers should plan their room arrangement to fit most of the day’s instruction and find ways to adjust this arrangement to meet other lesson purposes only when necessary.
- When designing seating arrangements to support different instructional formats, teachers should make sure there is enough room to move freely about the classroom and to monitor student engagement.
- Students who have their back to an instructional area can more easily avoid engaging with the lesson than those who are facing the area.
- U-shaped classroom arrangements are most effective with classes of 20 or fewer students. For larger classes, teachers might want to create multiple smaller U’s of five or six students.
Chance, P. L. (2015). Class meetings. In W. G. Scarlett (Ed.), The Sage encyclopedia of classroom management, (Vol. 1, pp. 141–143). Sage. https://doi.org/10.4135/9781483346243
Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, K. (2008). IES practice guide: Reducing behavior problems in the elementary school classroom. National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/WWC/Docs/PracticeGuide/behavior_pg_092308.pdf
Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th ed.). Pearson.
Gremmen, M. C., van den Berg, Y. H. M., Segers, E., & Cillessen, A. H. N. (2016). Considerations for classroom seating arrangements and the role of teacher characteristics. Social Psychological Education, 19(4), 749–774. https://doi.org/10.1007/s11218-016-9353-y
HEFCE. (2006). Designing spaces for effective learning: A guide to 21st century learning space design. JISC Development Group. https://resources.finalsite.net/images/v1741805287/d41org/yvy5ovocew8sro8foqw2/learningspaces.pdf
Weinstein, C. S., & Romano, M. E. (2014). Elementary classroom management: Lessons from research and practice (6th ed.). McGraw Hill.
Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher (4th ed.). Harry K. Wong Publications.
Yoder, N. (2014). Teaching the whole child: Instructional practices that support social-emotional learning in three teacher evaluation frameworks (Revised ed.). American Institutes for Research. https://www.air.org/sites/default/files/TeachingtheWholeChild.pdf
STAR Sheet
Minimizing Distractions and Disruptive Events
About the Strategy
Minimizing distractions and disruptive events involves arranging the physical aspects of the classroom (e.g., materials, equipment, student desks) to reduce distractions and the occurrence of challenging behaviors that might interfere with a student’s learning.
What the Research and Resources Say
- Effective teachers proactively prevent distractions and disruptive events by purposefully organizing the materials and space in their classrooms (Stronge et al., 2011).
- By minimizing distractions, teachers can increase students’ sense of psychological safety in a classroom. This is particularly important for students experiencing stressful situations or events (e.g., poverty, homelessness, abuse) (Weinstein & Romano, 2014).
- Teachers identified crowded rooms as settings that foster challenging behaviors (McGill et al., 2005). On the other hand, when children have more space, the quality of interpersonal interactions with peers and teachers is improved regardless of room design (Maxwell, 2003).
Strategies to Implement
- Identify potential distractions in the classroom. These might include structural elements of the classroom itself (e.g., windows, doors), equipment (e.g., computers, an aquarium), noises (e.g., from the pencil sharpener), and individuals.
- Sit at each location in the classroom to experience potential distractions that students could encounter.
- Relocate items, equipment, or individuals as needed to minimize distractions.
- Arrange high-traffic areas (e.g., pencil sharpener, trash can) to avoid congestion and to minimize distraction caused by their use.
- Arrange classroom elements (e.g., desks, carpeted areas) to avoid crowding.
- Provide work areas that are quiet and distraction-free.
- Position the desks of students with challenging behaviors (e.g., academic and social-emotional) near areas with limited distractions and greater access to work materials and teacher support.
Keep in Mind
- Individual students find different items, equipment, noise, and individuals distracting.
- Although some items cannot be relocated, the teacher can minimize their disruptive effects through other means. For example, a distracting computer monitor might be turned to a different angle or blocked by a temporary partition (e.g., a trifold display).
- Thoughtful room arrangement can help reduce student distractions when incompatible activities (e.g., silent reading and small-group instruction) are taking place at the same time.
Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, J. D. (2001). Class size and student achievement. Psychological Science in the Public Interest, 2(1), 1–30. https://doi.org/10.1111/1529-1006.003
Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th ed.). Pearson.
Landrum, T. J. (2015). Relationship-based approaches to classroom management. In W. G. Scarlett (Ed.), The Sage encyclopedia of classroom management (Vol. 2, pp. 655–659). Sage. https://doi.org/10.4135/9781483346243
Learn NC. (2002). Classroom environment: The basics. http://www.learnnc.org/lp/pages/734
Maxwell, L. E. (2003). Home and school density effects on elementary school children: The role of spatial density. Environment and behavior, 35(4), 566–578. https://doi.org/10.1177/0013916503035004007
McGill, P., Teer, K., Rye, L., & Hughes, D. (2005). Staff reports of setting events associated with challenging behavior. Behavior modification, 29(4), 599–615. https://doi.org/10.1177/0145445503259392
Scheuermann, B., & Hall, J. A. (2008). Positive behavioral supports for the classroom. Pearson/Merrill Prentice Hall.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi.org/10.1177/0022487111404241
Weinstein, C. S., & Romano, M. E. (2014). Elementary classroom management: Lessons from research and practice (6th ed.). McGraw Hill.
Case
Level A • Case 1
Background
Student: Liam
Age: 8
Grade: 3rd
Scenario
Liam is a 3rd grader who has autism. During independent work time, he is easily distracted by noise and movement and often does not finish his work or completes it haphazardly. Liam also struggles with taking social cues from peers and often violates others’ personal space. One accommodation in Liam’s individualized education program (IEP) is that he be seated near the dry-erase board where the independent work directions are written. However, after sketching the classroom arrangement (below), his teacher begins to suspect that Liam’s off-task behavior might be a result of his seating location (starred). His teacher has decided to rearrange the classroom so Liam will achieve the following goals within six weeks:
- Increase the amount of time on task during independent work
- Increase the number of assignments completed
There are 22 student desks arranged in five groups: four of the groups have four desks (two facing west and two facing east) and the other group has six desks (three facing west and three facing east). The classroom door is in the southeast corner. The trash can is on the south wall located next to the door. The teacher’s desk is in the southwest corner and faces north. On the west wall is a bookcase, which is approximately half the wall. The dry-erase board covers two-thirds the length of the north wall. In the northeast corner, there is a computer. There is an eight-person circular table on the east wall framed in by the computer to the north, windows to the east, the door to the south, and groups of desks to the west. Liam’s desk (starred) is in the northeast group by the computer.
Possible Strategies
- Facilitating efficient traffic patterns
- Supporting frequent interaction
- Matching room arrangement with instructional format
- Minimizing distractions and disruptive events
Assignment
- Read the STAR Sheets on the possible strategies listed above.
- Identify four issues (one related to each strategy) related to room arrangement that might contribute to Liam being distracted and not completing his independent work.
Case
Level A • Case 2
Background
Student: Harper
Age: 7
Grade: 1st
Scenario
Harper has been diagnosed with a syndrome that is characterized by fragile bones. For Harper, simple jostling or bumps can result in broken bones. She walks with leg braces and uses a walker. She missed much of her first-grade year because of her condition and is therefore repeating first grade. Harper is protectively seated beside the teacher’s desk, separate from the other students. At this location, Harper has a place to put her walker for easy access. Her academic work demonstrates that she is making adequate progress; however, her social skills are less developed than that of her peers. With this information in mind, the teacher has decided to reassign Harper’s seating location to help her achieve the following goals within nine weeks:
- Increase her positive interactions with peers
- Increase her safe movement to and from the group table for small-group reading instruction and into and out of the classroom
Possible Strategies
- Facilitating efficient traffic patterns
- Supporting frequent interaction
- Matching room arrangement with instructional format
- Minimizing distractions and disruptive events
Assignment
- Read the STAR Sheets on the possible strategies listed above.
- Using these strategies, explain why each of the seating locations indicated on the diagram below (A, B, and C) is either suitable or not suitable for helping Harper to meet her goals.
There are 22 student desks arranged in five groups: four of the groups have four desks (two facing west and two facing east) and the other group has six desks (three facing west and three facing east). On the west wall, a bookcase runs the length of four desks, which is approximately half the wall. Nearest the bookcase is the three east-facing desks in the cluster of six, with Desk A in the middle. The dry-erase board covers two-thirds the length of the north wall. In front of the board, and directly east of the six-person group, is a cluster of four. In this group, Desk B is the northernmost spot in the pair of west-facing desks. In the northeast corner, there is a computer. There is an eight-person circular table on the east wall framed in by the computer to the north, windows to the east, the door to the south, and groups of desks to the west. Desk C is in the southeasternmost group of four desks, in a west-facing spot that is nearest the door. The trash can is in the southwest corner next to the teacher’s north-facing desk.
Case
Level B • Case 1
Background
Student: Marcus
Age: 7
Grade: 2nd
Scenario
Marcus is a second grader with attention deficit hyperactivity disorder (ADHD). Whether tapping his pencil, adjusting his seat, sharpening his pencil, shooting baskets with his trash, or walking through the room, Marcus seems to be in constant motion. During independent work, he is often off task. This is particularly the case when his teacher is working with a small group at the group table. The teacher interrupts the small group on a regular basis to try to refocus Marcus on his independent work. After speaking with a colleague, the teacher recognizes that she might not be planning enough physical activity during the instructional day to address Marcus’s needs. She also created a diagram of the classroom (below) and recognized that there are several distractions that could lead to Marcus’s off-task behavior. The teacher is planning to enhance her lesson plans with physical activities and to rearrange the classroom or relocate Marcus’s seating position (starred) to help him meet the following goal in four weeks:
- Increase the amount of time on task during independent work
There are 22 student desks arranged in four rows: the northernmost three rows each have a pair of desks on the west side of the room and a group of three desks on the east side, separated by an eight-person circular table with a trash can to the south of it. The southernmost row has a pair of desks on the west side and middle of the room, with a group of three desks on the east side. Marcus’s desk (starred) is the western desk in the middle pair. Along the west wall is a bookcase and to the north is the dry-erase board that covers two-thirds the length of the wall. In the northeast corner, there is a computer. On the east wall are two windows with a west-facing teacher’s desk in front of them.
Possible Strategies
- Facilitating efficient traffic patterns
- Supporting frequent interaction
- Matching room arrangement with instructional format
- Minimizing distractions and disruptive events
Assignment
- Read the STAR Sheets on the possible strategies listed above.
- Referencing the classroom sketch above, list two potential sources of distraction for Marcus.
- Discuss two changes you would make to the classroom arrangement to help Marcus meet his goal.
Explain your rationale.
Case
Level B • Case 2
Background
| Students: | Oliver | Aliyah | Abigail | Paulo |
| Ages: | 9 | 10 | 9 | 10 |
| Grade: | 4th | 4th | 4th | 4th |
Scenario
Oliver, Aliyah, Abigail, and Paulo rejoin their general education class for social studies following their mathematics class in the special education classroom. The special education teacher has suggested that the social studies teacher place these fourth graders at seating locations separate from one another to allow them more opportunities to interact with their peers. To help facilitate their seating assignments, the special education teacher offered the following informatio:
Oliver
- Needs to be near the dry-erase board to see written material or near the demonstration table to see demonstrations
- Is easily distracted by other students
- Likes to volunteer to help the teacher
Aliyah
- Is shy
- Is easily distracted, especially by computers
- Does a good job of pretending to be on task when she does not understand how to do something or isn’t interested
Abigail
- Is talkative
- Will try to monopolize the teacher’s attention
- Is a strong reader
Paulo
- Loves science
- Gets along well with other students
- Works well in groups
- Needs to be provided tactile experiences
- Requires a wheelchair for mobility
Possible Strategies
- Facilitating efficient traffic patterns
- Supporting frequent interaction
- Matching room arrangement with instructional format
- Minimizing distractions and disruptive events
Assignment
- Read the STAR Sheets on the possible strategies listed above.
- Assign each of the four students one of the lettered seats in the classroom sketch below.
- Explain why you selected these specific seating locations and indicate which strategies you used to make your decisions.
There are 22 student desks arranged in the center of the room. On the west side, the desks are configured in an E-shaped formation via a column of four east-facing desks (A, G, I, O, and Q from north to south) that intersect with three offshoots of north-facing pairs (C and D to the north, K and L in the middle, and R and S to the south). This configuration is mirrored on the east side of the room via a column of four west-facing desks (B, H, J, P, and V from north to south) that intersect with three offshoots of north-facing pairs (E and F to the north, M and N in the middle, and T and U to the south). The teacher’s desk is against a dry-erase board on the north wall and is centered above the E-shaped formations. The dry-erase board covers two-thirds the length of the wall. In the northeast corner, there is a computer. There is an eight-person circular table on the east wall framed in by the computer to the north, windows to the east, the door to the south, and desks to the west. The door is in the southeast corner, and the trash can is in the southwest corner. On the west wall is a bookcase, which is approximately half the wall.
Case
Level C • Case 1
Background
Student: Ava
Age: 11
Grade: 5th
Scenario
Ava is a fifth grader who has recently increased the amount of time she spends in her general education classroom to two hours. During this block of time, the class works for 45 minutes on math, one hour on social studies or science (alternating each week), and 15 minutes on independent reading. Mathematics instruction typically involves working with a partner. Social studies and science instruction vary in format from paired to small-group to whole-group based on the unit of study.
Independent reading is conducted with students seated at their individual desks. Although she has made progress this semester and is reading at the second-grade level, Ava remains a reluctant reader and is often distracted. Ava’s teachers anticipate that her strengths will help her be successful in the general education classroom.
Areas of Strength
- Participates well in group activities
- Has a strong interest in science and social studies
- Follows oral directions well
Assignment
- Review all of the STAR Sheets.
- Complete the room arrangement below to meet the class’s instructional needs and to better support Ava by sketching the furniture shown in the key to include:
- 22 student desks, including one designated with a star for Ava
- teacher desk
- group table
- trash can
- Explain your rationale for both the sketched classroom arrangement and Ava’s seating location. Identify which strategies you used to make your decisions.
This is a diagram of an incomplete classroom. The classroom has a bookcase on the west side, a dry-erase board on the north wall, a computer in the northeast corner, two windows on the east wall, and a door in the southeast corner. The diagram has labeled images to place within the classroom: a teacher’s desk, a student desk (to signify the 22 student desks), a star to mark Ava’s desk, an eight-person circular table, and a trash can.
To cite this case study unit, please use the following:
Poole, I., Evertson, C., & the IRIS Center. (2002, 2017). Effective room arrangement: Elementary. Retrieved from https://iris.peabody. vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_ effrmarr_elementary.pdf/
The contents of this resource were developed under a grant from the U.S. Department of Education, #H325E120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Anna Macedonia.
Credits
Content ContributorsInge Poole Case Study DevelopersSally Bresnahan EditorsJason Miller |
ReviewersEd Emmer GraphicsBrenda Knight WebmasterJohn Harwood PhotosShutterstock |
Licensure and Content Standards
This IRIS Case Study aligns with the following licensure and program standards and topic areas.
Council for Exceptional Children (CEC)
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.
- Standard 2: Learning Environments
Interstate Teacher Assessment and Support Consortium (InTASC)
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.
- Standard 3: Learning Environments
The Division for Early Childhood Recommended Practices (DEC)
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities.
- Topic 3: Environment
* For an answer key to this case study, please email your full name, title, and institutional affiliation to the IRIS Center at [email protected].
