As a teacher, creating seating charts is always something difficult. Seating charts are one of those things where there is no way to make everybody happy. In the past, whenever I created a seating chart I felt like I was putting together a giant puzzle with too many pieces.
Therefore, a few years ago, I decided to change that, and make the monthly seat arrangement , more fun and meaningful….
The purpose of a seating chart is to group and move students so that they are in the best learning orchestration possible for that instructional time period.
What usually happens in most classes is that, students often don’t see the purpose behind their seats or read more into their assigned seat than is there. It is important for students to understand that sometimes their seat won’t be the seat they would choose, but it will be a seat that they will be productive in and that his or her seat assignment will change again and again over the course of the school year.
Of course, students need to be able to communicate with the teacher about their needs, when it comes to a seating chart, as well as listen to the teacher about the reasoning behind those seats. This is an important skill for students to develop as it will help them in future endeavors and realistically, seating charts are a part of their school experience the whole way through.
I personally ,assign seats and switch them every month, and rotate project groups as well – anything to get students interacting with others outside their own social groups. Anyone with special needs is accommodated as well. It works great!
I tell them right from the beginning that I am going to move their seats around, and that they will work in teams, and that they will work with everyone at some point, and it’s going to be SUPER FAB. Then there’s some grumbling, but at least they know what to expect.
My primary reason is to ensure that the students have a chance to work with all of their peers, actually. I want to try to avoid cliques and make everyone feel welcome.
I also am a big fan of cooperative learning in general .
Also, there is good reason to randomize the groups again and again. This helps students experience different levels of group success – with most groups becoming more successful due to each student’s experiences.
Activities for my older students
Sharing here, some ideas I have found on http://www.edweek.org/ , and have tried successfully!..
Each activity takes 10 to 15 minutes but there is some preparation. Before beginning, I label the tables and chairs in an orderly way and post the seating challenge prominently.Here are the ideas….
1: Greet each student at the door and make sure he or she is in the right classroom. Next, before he or she has a chance to sit down, direct the student to follow the posted instructions: “Sit in birthday order so that the person with the birthday closest to January 1 sits in Seat 1. The year you were born doesn’t matter. Don’t skip seats. When everyone is seated, the student in Seat 5 will raise his or her hand and report that the class is ready to begin.”
Observe the interactions: Look for organizers, active and passive participants, refusers and disrupters. Be mindful that some students would rather be invisible and that the activity is probably something they haven’t experienced before.
If anyone asks you what to do, redirect him or her to classmates and the posted instructions. Encourage students and remind them that you don’t know the answer.
When Seat 5 reports in, do a couple of spot checks, show them where your birthday lies (just for fun!), and begin your lesson. By the end of this activity, every student will have interacted with other students and many will have reported to the whole class in a safe, nonthreatening way. (Ok, Seat 5 is under some pressure.)
2: Ask the students to follow these instructions: “Line up in alphabetical order by the name you like to be called. Then sit with an equal number of students at Tables 1-4. Remaining students sit at Table 5. When all are seated, the last student raises his or her hand and reports that the class is ready.”
Adjusting to have equal numbers at each table produces a lot of interaction and some tension. Watch closely how students with different ideas negotiate. Don’t intervene with the answer, but mediate if necessary. Have students quickly report out their names. Treat alphabetizing mistakes kindly, of course.
3 is different. Meet each student at the door with a paper that says, “Read this card completely. Do not enter the room until you understand the instructions. You may talk about the instructions before you enter the room. When you understand the instructions, give the card back to your teacher, enter the room, and begin.” Here’s what the card says:
1) Complete this challenge in complete silence: Remain silent for the entire activity. Do not talk or whisper after you enter the room.
2) In the room, line up in order by height.
3) Then take your seats with the shortest person in Seat 1.
4) Do not skip seats.
5) When the class is seated, the student in Seat 12 raises his or her hand, and when called on reports that the class is ready.
Post the instructions in the room as well. Although the task is easy, the silent rule adds some stress, so observe which defense mechanisms students display. Note who is comfortable reading the cards and who avoids the task.
On activities 4 and 5 students sort themselves into groups and sub-groups that may be lopsided. The instructions demand more judgment and decision-making from the students.
A tree diagram showing the groups may help. Watch how they negotiate and decide where to sit.
5: The instructions read: “Form two groups—students who prefer to spend free time indoors and those who prefer to spend it outdoors. You may like both but choose just one. Within those groups, define your own subgroups based on the last thing you did when you spent free time the way you wanted to. Find a place to sit together and talk about your free time activity.”
Some extra fun activities I have tried with my very young learners are:
I hand out coloured pieces of paper to each student as they enter the room. They then arrange themselves in groups according to the colours.
I hand out cards with half a word or sentence written on them and students look for their..other half to change a seat with…
I hand out simple question cards to half the class and the answer cards to the other half. Students, walk around the classroom asking and answering questions , to find their match and change seats with them.
I also, whisper to each student’s ear a word or a number and ask him/her to remember it for a while. I make sure that, I whisper the same word to two different students. Then , I ask them to walk around the classroom and look for their partner…The student, with the same word. This is either the person they have to sit next to or the person they exchange seats with.
A favourite activity is, to have the class listen to some dance music and ask them to walk around until it stops…When it stops, they have to sit down in the nearest chair they find….It’s similar to the Musical Chairs game!
I also, hand out papers with animal names on them. The students mill around making that animal noise or action until they find the “animals ” in their group. I used this when we were studying Animal Farm when we needed groups. Lots of fun and very funny. Most kids loved it.
These ideas do not necessarily involve a lot of cooperation by the students to arrange themselves but then I am forever telling kids that groups or partners are not a life time commitment. They last for about a month or even a bit longer, depending on the assignment or reason. Kids are generally pretty happy as they know this will change. The line of “this is not a life time commitment” must work well as I have heard students repeat it to each other and all seems to work well.
All group arrangements take time but it is time well spent as we all have to learn to work with others. A class that learns to cooperate early in the year will learn and share more over the course of the year than one that is always fighting groups.
ELT inspired 