Exploration of Classroom Seating Arrangement and Student Behavior in a Second Grade Classroom

Abstract

The purpose of this study was to determine if a specific classroom seating arrangement can contribute to students being on or off-task while completing independent work within the general education setting of an inclusive second grade class. In this study, three classroom seating arrangements were compared in a second grade classroom. These seating arrangements were cluster seating, horseshoe seating, and row seating. There were specific targeted off-task behaviors that were to be observed: inappropriate talking, students out of their seats without permission, students not following directions, and students not starting independent work promptly. Data were collected using three methods: observation/ anecdotal record, teacher behavior checklist, and a behavior tally sheet. Data revealed the number of students who displayed off-task behaviors as well as the specific amount of times these behaviors happened during each seating arrangement. It was determined that row seating had the fewest off-task behaviors for this particular second grade class was row seating. It was also determined that inappropriate talking was the most frequent occurring off-task behavior and not following directions was the least off-task behavior observed. For this particular classroom, row seating was the best classroom arrangement. Implications of differing seating arrangements will be discussed.

Keywords

• Setting arrangement
• inclusion
• row seating
• cluster seating
• horseshoe seating