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| I adopted this arrangement after I read it helped with discipline. I taught seventh and eighth grades. |
Like any young teacher, I found keeping good order in a classroom to be one of my biggest challenges. I had been in the Marines, too.
And that kind of helped.
At the start of my third or fourth year in the classroom, I came across a story about a teacher who did away with typical rows. Instead, he arranged student desks in a horseshoe formation. There were two rows of chairs on each wing, teens facing inward and two rows at the base of the “shoe.” His position was at the open end near the blackboard (in those days).
At the start of my third or fourth year in the classroom, I came across a story about a teacher who did away with typical rows. Instead, he arranged student desks in a horseshoe formation. There were two rows of chairs on each wing, teens facing inward and two rows at the base of the “shoe.” His position was at the open end near the blackboard (in those days).
This allowed him to roam the center of the classroom at will.
This seating chart proved to be a huge improvement over old-fashioned rows. First, it was popular with students (nearly always a virtue, I think). It allowed them to see each other instead of the backs of their classmates’ heads. This fostered a more intimate atmosphere, especially during discussions.
Equally important, this setup allowed for greatly improved discipline from my end. Suppose, with old-fashioned rows, a child in the back was thinking about poking a neighbor. Or he was writing a note. Under the old arrangement you found yourself far away at the front of the room while the young man studied the distance.
To him it looked safe. He knew you wouldn’t see him poke the cute girl in the back. Or he knew by the time you came down the row he’d have his half-finished love note tucked safely away.
The horseshoe altered this calculation. If you roamed the center in random fashion, it was hard for anyone in the “back” to zone out. If you thought the young man in Seat A was doodling, you strolled in his direction, casually, since no rows impeded. And you stood next to his seat. You just happened to stop by—and asked the girl to his right to answer a question. The boy in Seat A is now alert.
This seating chart proved to be a huge improvement over old-fashioned rows. First, it was popular with students (nearly always a virtue, I think). It allowed them to see each other instead of the backs of their classmates’ heads. This fostered a more intimate atmosphere, especially during discussions.
Equally important, this setup allowed for greatly improved discipline from my end. Suppose, with old-fashioned rows, a child in the back was thinking about poking a neighbor. Or he was writing a note. Under the old arrangement you found yourself far away at the front of the room while the young man studied the distance.
To him it looked safe. He knew you wouldn’t see him poke the cute girl in the back. Or he knew by the time you came down the row he’d have his half-finished love note tucked safely away.
The horseshoe altered this calculation. If you roamed the center in random fashion, it was hard for anyone in the “back” to zone out. If you thought the young man in Seat A was doodling, you strolled in his direction, casually, since no rows impeded. And you stood next to his seat. You just happened to stop by—and asked the girl to his right to answer a question. The boy in Seat A is now alert.
If a girl in Seat C was being a little disruptive you walked over and without a word gave her your “teacher look” or simply tapped her desk.
Seat B (or its twin on the other side of the room) was a good place to locate any particularly loquacious youth. You surrounded them with quiet or studious types in adjacent seats. It was also easy to stand by them during lectures and tamp down any disruptive impulse.
Proximity sufficed—and cutting down minor problems helped avoid festering sores that could lead to serious discipline problems in the end.
Seat B (or its twin on the other side of the room) was a good place to locate any particularly loquacious youth. You surrounded them with quiet or studious types in adjacent seats. It was also easy to stand by them during lectures and tamp down any disruptive impulse.
Proximity sufficed—and cutting down minor problems helped avoid festering sores that could lead to serious discipline problems in the end.
I actually used this seating arrangement when I taught 8th grade English (and before I read this). It worked exactly as you say above!
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