for 5MPP

Importance
Seating arrangements have
potential to help prevent problem
behaviors and facilitate positive
academic outcomesforpreschool
students

Purpose
Thepurposeistodetermine
whicharrangementsofdesksbest
facilitate POSITIVE academic and
behavioral outcomesforpreschool
students with a range of characteristics.

Key words
: seating, achievement, behavior, research.

Focusing on stimulus conditions

rather than consequences may help
teachers discretely to prevent
problem behaviors before theyoccur
andavoid utilizing unnecessarily
intrusive interventions.

Stimulus conditions
A wide range of stimulus conditions fall into
the category ofclassroom environmental
variables and setting events. Some
oftheseconditions
aretemperature,lighting(Granstrom,1996),
seating arrangement, noise level, and the
presence or absence of peers or adults.

Physical arrangement
The physical arrangement of the classroom has
the potential to encourage desirable behavior or
contribute to students
misbehavior(Daniels,1998).
Additionally,unlikeother factors that also impact
on behavior(e.g.,individual student
characteristics, social dynamics), seating
arrangement is one factor that is typically under
teacher control.

Proximity and Orientation

Becauseproximityandorientationinuence
communication, it is possible that desk
conguration impacts on the nature and extent of
student interaction.
Thus it is important for teachers to have the
knowledge necessary to make informed decisions
aboutwhetherrows,clusters,semicirclesorsomeotherarrangementwillbestmeet
the instructional needs of their students

Task
Research on diversity of seating arrangements. Each
has their own pros and cons, and each should be
weighed carefully to meet the objectives of the lesson
and the style of the educator.
Seating arrangement
Interaction
Atmosphere
Behavior
Pros
Cons

References

AXELROD, S., HALL, R. V. and TAMS, A. (1979) Comparison of two

commonclassroomseatingarrangements.

Academic Therapy, 15, 1,2936.BENNETT, N.and BLUNDELL, D. (1983)

Quantity andquality ofworkin rowsand classroom groups.

Educational Psychology, 3, 2, 93105

MCNAMARA, E., EVANS, M. and HILL, W. (1986) The reduction

ofdisruptive behavior in two secondary school classes. British Journal
ofEducationalPsychology, 56, 209215

PAINE, S. C., RADICCHI, J., ROSELLINI, L. C., DEUTCHMAN, L. and DARCH,

C.B. (1983) StructuringYourClassroomforAcademic
Success.Champaign, IL:Research Press.