Seedbed 2

Teachers Guide

Track B
KEY:
= Intro to class / Leadership Roles / HW check / Rules

= Atelier Book

= Gallery Book

= Palette or CTP/CTP related activity

= Spelling test

= Circle Time

= Story Time
 Component Objectives - Atelier (Practice Book )

Component Objectives – Atelier (Practice book)

Component Objectives

A Listen and number. To confirm students’ understanding of vocabulary words

Write. from the story

B1 Write, choose and draw. To help the students with their spelling of new vocabulary
B
B2 Find, write, and match.
To solidify students’ understanding of the new vocabulary
words from the story, and to practice spelling

C1 Listen and number. To develop the students summarizing skills.

C
C2 Listen and color.
To check students’ understanding of the story through
listening

D Listen, choose, and To check students’ understanding of the story through

draw. listening to the sentence and underlining the correct word
To check students’ understanding of the story and sentence
Read, match, and
E1 number. structure through reading the sentences, connecting the
phrases and matching them to the correct images
E
To check students’ understanding of the story and sentence
Read, draw, and
E2 number. structure through reading the sentences, connecting the
phrases and matching them to the correct images
To check students’ understanding of the story through
F Read, choose, and write. multiple choice sentence creation. This page will help with
the students reading skills.

G Read and answer.

To check students’ understanding of the story in a quiz
format

H Choose and write. Read.

To check students’ understanding of the story and build on
their ability to scan.
I Read the story. Circle

Atelier (Review & Performance)

Component Objectives

Review & Let’s Sing To check students’ understanding of the story

and review it through various activities
Review & Let’s Act
 Atelier (Practice Book: Review)

Component Objectives - Gallery

Component Objectives

Warm up To introduce the theme of the unit

Words to know To introduce the key words from the story

Book Reading
To understand the story and prepare for the activities in the
practice book

Palette (Expression Book: Lesson 1-3)

Component Objective

A Listen and repeat.

To introduce thematic words and key expressions
B Look and say.
C Listen and check.
To check students’ understanding of the thematic words
D Say and number
E Listen and check. To check students’ understanding of the thematic words and key
F Say and trace. expressions

Palette (Expression Book: Lesson 4) 4

Component Objective
A Listen and match. To check students’ understanding of the thematic words from
B Say and circle. previous lessons

C Listen and check.

To check students’ understanding of the thematic words and key
expressions from previous lessons
D Say and match. To check students’ understanding of key expressions from
E&F Say and write. Listen previous lessons
 Gallery Methodology
Page Objective
To introduce the theme of the unit
Methodology :
1. Ask leading questions to elicit new vocabulary from the picture using ”WH”
questions, e.g. ‘What is she doing?’
2. Have students read the passage and correct pronunciation
3. Go over the given question with students.
4. Ask the class to discuss the question in their groups/pairs
Ask students to give their partners answer to promote social intelligence.

Page Objective
To introduce the key words from the story
Methodology:
1. Introduce the “words to know” for the lesson, being sure to highlight
the correct pronunciation alongside assigning an action for each image
2. Focus on the students pronunciation.
3. Repeat steps 3/4 for all vocabulary words to drill with the students.
4. Play a quick review activity/game to check understanding and
introduce Grit as the basis for “trying again”

* Hidden audio icons are embedded on the pictures.

Overall Gallery Objective: To read and understand the story by combining the phonic and
sight words from the Atelier book. The Gallery gives reading / speaking opportunities to the students.

Page Objective
To understand the story and prepare for the activities in the practice book
Methodology:
1. Have students listen to the title of the story and repeat.
2. Click the thumbnail to show the animated video of the story.
3. Watch the story once through.
4. Replay the story prompting the students to engage with the Character Lesson
Guide questions and highlight the new vocabulary using “WH” questions.
Example: “Who is this?” “What does the racoon have?”

Page Objective – Gallery Reading

To read and understand the story and prepare for the activities in the practice book.
Methodology:
1. Ensure students are on the same page in their books as to on-screen. ​
2. Teacher reads the sentences with actions and the student repeat.​
*For advanced students press the sound clips or have the students try read alone.
3. Call on individual students to check understanding / pronunciation. ​
Think about how to give tailored and specific advice for each student on
their pronunciation, mouth-work, tone and volume. ​
4. Be sure to relate to the character strengths in the character lesson guides provided.
• Each part of the story has four pages and is covered in one day.
 Atelier Methodology
Page Objective – A: To confirm students’ understanding of vocabulary words from the story
Methodology:
1. Have students listen and repeat the vocabulary words in the box, and label them from A-D.
2. Click on the sound clip of number 1 and allow time for students to answer if the correct
vocabulary word is A , B, C or D.
3. Invite a student to find and match the corresponding picture for the word by coming to the
smartboard. Once completed have the student repeat the word and the corresponding
action
4. Repeat steps 2-3 for the rest of the questions
Be sure to note and encourage students participation.

Page Objective – B1: To help the students with their spelling of new vocabulary
Methodology :
TPR component: Teach/review directions as a class
1. Assign a word to each group
2. Fill in the chart with groups asking them which direction to go and which letter to
write.
3. Ask each group which picture and shape corresponds to the word
4. Repeat steps 2-3 for the rest of the sentences, and proctor around the room
checking students' books.
- Note and encourage students working together as a team
* Refer to the arrows provided for the direction of the words.

or
Page Objective - B2: To solidify students’ understanding of the new vocabulary words
from the story, and to practice spelling
Methodology:
1. Have groups/pairs find the correctly spelt words and circle them
2. Ask students to write the correctly spelt word in the box provided
3. Have students match the word to the picture.
4. Check students' books.
5. Note and encourage students working together as a team

Page Objective – C1: To develop the students summarizing skills.

Page methodology:
1. Label the 4 pictures A, B, C, D
2. Ask students to help identify what order the images happened within the story
3. Select a student/group to choose which picture comes first in the story and label this
number 1.
3.1: To make this more interactive play a hands up hands down game. Example: Raise your
hand if you think picture A comes first etc
4 . Repeat steps 2-3 for the rest of the pictures.

or
 Page Objective – C2: To check students’ understanding of the story through listening.
Methodology:
1. Label each picture A, B, C, D
2. Listen to the first audio file
3. Have groups/pairs answer and color the number on the correct image.
4. Repeat steps 2-3 for the rest of the pictures.
4.1: For an additional challenge ask students how they knew it was the correct image.

Page Objective – D: To check students’ understanding of the story through listening to the sentence
and underlining the correct word
Methodology:
1. Label the example A & B and have groups read both sentence options
2. Elicit the correct answer
3. Set the timer and have students work together or independently to read & complete the rest of
the sentences. Explain to students how to use self-control and complete quietly within the time
set.
4. Elicit the correct answers
5. Check students' books.
- For more advanced classes encourage co-operative learning ask for peer correction by swapping
books. Highlight Social-Intelligence when peer-reviewing

Page Objective – E1: To check students’ understanding of the story and sentence structure through
reading the sentences, connecting the phrases and matching them to the correct images
Methodology:
1. Label the ‘ending’ phrases A, B, C, D
2. Have students match the first phrase with the correct ending
3. Have students find the correct image and write the number of the image in the box provided
4. Have students read the correct full sentence
5. Repeat steps 2-4 for the rest of the sentences
6. Thank the students for their contributions on the smart board.
* Please note that the same picture may be used for more than one sentence.

or
Page Objective – E2: To check students’ understanding of the story and sentence structure through
reading the sentences, connecting the phrases and matching them to the correct images
Methodology:
1. TPR component: Ask students to draw the patterns (found under each phrase) in the air
with their fingers
2. Have students match the first and last part of the sentence using the pattern provided
3. Have students read out the full sentence
4. Ask students to write the number of the correct image in the box provided
5. Repeat steps 2-4 for the rest of the sentences
6. Check students' books.
Highlight positives, such as enthusiasm , effort and participation.
Page Objective – F: To check students’ understanding of the story through multiple
choice sentence creation. This page will help with the students reading skills.
Methodology:
1. Go over the given words with students.
2. Have students choose the words that correspond with the image and write
the number in the box provided.
3. Have students write the sentence in order with a 3-4 minute timer.
4. Use volunteer students to read the completed sentences to the class.
5. Proctor student completion .
Positively reinforce any students who participated in giving all the answers

Page Objective – G: To check students’ understanding of the story in a quiz format

Page Methodology
1. Teacher reads and breaks downs the questions
2. Set the timer for 3 minutes, and have students complete the page individually
or in groups.
3. Breakdown and elicit answers for each question by polling the class
4. Swap books for peer correction.

Page Objective – H & I: To check students’ understanding of the story and build
on their ability to scan.
Page Methodology
1. TPR component: Review words and actions with students
2. Set the timer for 2 minutes and have groups complete the page.
3. Review and correct answers as a class, checking student’s pronunciation
4. Read through the story once as a class
5. Instruct students to read through once on their own.
6. Split the story into smaller sections and walk up to the students
individually asking them to read aloud.
7. Circle the appropriate face on the scale, and write notes for improvement
or excellent work if needed.
- Instruct students to put away their books when finished.
Atelier (Review & Let’s Sing)
Homework/if time allows
Page Objective - Review
To check students’ understanding of the story and review it through various
activities
Page Methodology
1. Have students write the correct characters.
2. Have students match the correct sentence.
3. Have students write a number indicating the order of the story.
4. Have students draw a picture(s) on the bottom.
5. Check students' books
* The same word or phrase may be selected for more than one image.
* Please note that the review section of the lesson varies in each lesson.

Page Objective – Let’s Sing

To check students’ understanding of the story and review it through various
activities
Page Methodology
1. Play the animation.
2. Practice each line together as a class.
3. TPR component: Add some gestures to the words of the song
4. Practice until students become familiar with the song.
5. Students perform song as a team/in pairs for the class
Positively reinforce any students who actively participated in singing and
performing.

Atelier (Review & Let’s Act)

Homework/if time allows
Page Objective - Review
To check students’ understanding of the story and review it through various
activities
Page Methodology
1. Elicit answers from the pictures provided
2. Give teams/pairs 2 minutes to fill in the blank with the proper phrase.
3. Have students write a number indicating the order of the story.
4. Have students draw a picture(s) on the bottom.
5. Check students' books.
* Please note that the review section of the lesson varies in each lesson.

Page Objective - Review

To check students’ understanding of the story and review it through various
activities
Page Methodology
1. Elicit answers from the pictures with ‘wh’ questions
2. Listen to and repeat the lines of the script.
3. Divide students into groups and assign roles.
4. Have students practice their parts.
5. Have students present their conversation to the class
6. Positively reinforce any students who actively displayed zest while
reading.
 Palette Methodology CTP Prep

Overall Objective: To introduce thematic words and key expressions to the students.
Palette Methodology (Lesson 1 – 3)
Page A Methodology
1. Introduce the target sentence structure and explain to the students we will try our best to
learn these new phrases together.
2. Have students listen and repeat words at the bottom. (Assign actions where needed - TPR)
3. Practice the target sentence structure by utilizing the words provided at the bottom.
4. Use a variation of Teacher- Student and Student-Student modeling to practice the sentence
patterns with the new vocabulary at the bottom on the page.

Page B methodology:
1. Introduce the target sentence structure and review the vocabulary previously learnt.
2. Click the video at the top of the page.
3. Have students engage with the video by pausing and calling on students to answer the
prompted response. Resume video to check understanding.
3.1: Be sure to highlight their curiosity here “What do you think the answer is?” “What do
you think will come next?”
4. Have students practice the expressions by filling in the blank with a word for each picture.

Page C methodology:
1. Demo how to complete the exercise to the class following these steps.
Step 1. Click the sound icon.
Step 2. Ask students to either show you the action or say the correct answer(s)
Step 3. Check the correct answer on screen and in their books.
4. Repeat for all answers
Reward positively the use self-control while anther student is answering a question

Page D methodology:
1. Elicit the first picture from the class.
2. As a class complete number 1. For 2-6 instruct students to work in small groups/ pairs
2.1: (Proctor to check completion)
3. Ask for the correct answers and complete on smart board.
4.Encourage students to provide answers using the correct sentence structure.

Page E methodology:
1. Assign actions for True/False (X or O with hands usually works well)
2. As a class complete number 1 by pressing the sounds clip, counting down 3-2-1 and have
students show you with their action if they think it’s TRUE (O) or FALSE (X)
3.Fill the correct answers on the smart board.
3.1: Positively reinforce any students who participated in giving all the answers.

Page F methodology (if time allows/homework):

1. Have students trace over the words to practice handwriting in their books.
2. Walk around the class and ask students to read out individual sentences.
3. Mark their books as you go.
3.1: For advanced classes put the students into pairs and have them ask each-other to read
different numbers.
3.2: Award groups that work well positively and highlight their Social Intelligence.
 Palette Review Methodology CTP Prep
Lesson 4
Overall Objective: To check students understanding of previously taught thematic words and
key expressions.

Page A methodology:
1. Review the target language as a class.
2. Click the sound clip.
3. Have a student come up to the board and choose the correct answer.
4. Reward positively the correct answers and encourage students to try again if incorrect.
5. Reward positively the use self-control while anther student is answering a question

Page B methodology:
1. Demonstrate how to complete number 1 as a class, explain to students they need to read
all answers carefully before choosing. As this will test their reading skills.
2. Set a timer and encourage students to work alone/in pairs or small groups.
3. Check understanding by calling on students.
4. Reward positively the correct answers and encourage students to try again if incorrect.
Be sure to highlight their curiosity here “What do you think the answer is?” “What do you
see in the picture?”

Page C methodology:
1. Demonstrate how to complete number 1 as a class.
2. Make sure the students are quiet and ready to practice their listening skills.
3. Check understanding by calling on students.
4. Reward positively the correct answers and encourage students to try again if incorrect.

Page D methodology:
1. Demonstrate how to complete number 1 as a class.
2. Assign actions for the possible answers and have the students show you what they
believe is the correct answer after 3-2-1.
2.1: For advanced classes start a timer and let students self complete.
3. Check understanding by calling on students for the answers.
4. Reward positively the student's effort and encourage students to try again if incorrect.

Page E & F methodology (if time allows/homework):

1. Look at the image and have students point out any vocab words they remember
2. Review the expressions in the bottom box
3. Check understanding by calling on students for the answers.
4. Guide students to fill in the blanks.
- Encourage co-operative learning by having student's role-play the text.
2. Award groups that work well positively and highlight their Social Intelligence.
 Creative Thinking Project

CTP Day Methodology

Overall Objective: To bridge the gap between the classroom and parents by demonstrating what the students
study in a short video format. This component offers the students a chance to showcase their academic development.
Speaking in front of a camera can seem daunting for a seedbed student, but we hope throughout their Seedbed 1 journey we
can help to build their confidence and presentation skills at a very basic level. The teacher should use the 25 minutes prep
time to help practice a variation of the requirements below.

CTP introduction Methodology:

1. Make sure the student is sat calmly in front of the iPad and green screen.
2. Ask them a variation of the following questions
- Hello! What is your name?
- Hello (insert name here) how are you feeling today?
- Hello (insert name here) how old are you?
- Hello (insert name here) what’s the weather like today?
- Hello (insert name here) can you give me a high 5 to show you’re ready to film the CTP today?
- Hello (insert name here) are you ready to begin our CTP? In 5-4-3-2-1…

Flashcard Methodology:
1. Choose 6 - 8 flashcards (depending on student ability).
2. Reveal the image of 3 - 4 vocabulary words and ask “What picture is this?”
3. Revel the words of 3- 4 flashcards, and ask “What does this say?”
4. Focus on pronunciation of the vocabulary.
4.1 For advanced students ask they use the words in a sentence to show their ability.

Palette Phrases Methodology:

1. Have the printed palette ‘question and answer’ phrases on the table
2. Have students listen to the teacher and repeat the desired structure
3. Use Teacher – Student role play of the sentence structure for at least 6 possible
answers using the palette speaking goal pages
3.1: For more advanced students give them the option of both answering and asking.

Gallery Book: Reading Methodology

1. Have the gallery book ready on the table
2. Student’s read 1 page (two sentences) of their gallery book
3. Ask a simple ‘wh’ question to the student to check understanding.
4. Edit onto end of class CTP.

CTP closing Methodology:

Say a variation of the following to close the CTP filming :
- Ok (insert name here) great job today! Can you say goodbye?
- Excellent job (insert name here) that was so much fun!
- Good effort today (insert name here) thank you.
- You tried your best today (insert name here) can you give me a super high 5.
- Thank you for letting me ask you these questions today. You did a good job.
12
 CTP Grading Rubrics
CTP’s at SB2 level are graded in two categories

Presentation: This grade is on the overall presentation of the students CTP. This
includes their ability to recognize key vocabulary from the previous taught lessons, their
understanding of the materials and how they respond to teacher questions.

Grade Presentation
A+ CAN recognise all 6 flashcards by images and writing. CAN read short sentence as
determined by the teacher. CAN respond to short simple questions with ease

A CAN recognise at least 4 + flashcards by images and writing. CAN read short sentence as
determined by the teacher with minimal prompts. CAN respond to short simple questions
with little hesitation.

B CAN recognise at least 3 + flashcards by images and writing. CAN read short sentence as
determined by the teacher with some prompting. CAN respond to short simple questions
with teacher support.

C CAN recognise 1 – 2 flashcard by images and writing. CAN read short sentence as
determined by the teacher with a lot of prompting. Struggles to respond to short simple
questions.

F Does not recognise any flashcards by images or writing. Cannot read short sentence as
determined by the teacher. Cannot respond to short simple questions.

Pronunciation: This grade is on the students overall pronunciation and how

able they are to speak the new vocabulary, specifically looking at their ability to decode and
blend together individual phonic sounds.

Grade Pronunciation
A+ CAN speak the vocabulary terms extremely well. Is able to decode words with ease.

A CAN speak the vocabulary terms exceptionally well. Is able to decode words above expectations

B CAN speak the vocabulary terms as expected. Is able to decode words at the current level.

C Uses the vocabulary terms below expectations. CAN decode words below expectations.

F Does not recognize vocabulary terms. Unable to decode words

13
CTP Grading Rubrics

14
 Story Time
Overall Objective: To introduce the 7-character traits to Seedbed 1 & 2 students via story time. Stories have
been chosen that highlight a character trait. This story in conjunction with character trait direct teach and ESL based
activities aim to introduce and familiarize seedbed classes with trait based content. Seedbed classes will watch a video of a
popular English storybook, complete a PowerPoint, story report and arts and crafts activity. Each PowerPoint will focus on
one key trait. The story report will be presented to the class. These classes include skills needed at a Seedbed level; such as
spelling, word practice, sentence structure and an introduction to ‘wh’ words and questions.

Resources: Below are the required materials needed to teach story time. The teachers guide, PowerPoint, Worksheet
and Arts and Crafts activity.

Class structures

• *The only difference in teaching is when the story report is completed.

For seedbed 1, it is completed AFTER the PowerPoint. For Seedbed 2, it is completed ALONGSIDE the PowerPoint.
Story time Methodology
Page Objective – Slide 1 (Introduction Slide):
To introduce the students to the trait and story through questioning.
Methodology:
1. Using only the background, elicit information from the picture using “wh”
language e.g. What do you see in the picture?
2. Present the title of the story. Have students repeat the title.
3. Introduce the trait through repetition and assigning an action.

Page Objective – Slide 2 (Video Slide):

To introduce students to the story time video.
Methodology:
1. Make sure everyone can see the board.
2. Use the video or YouTube link provided to play the video
3. Play the video through from beginning to end once.

Page Objective – Slide 3 (Word Practice):

For students to identify simple "WH" answers in the story. It is both a speaking and
physical exercise that aids pronunciation and phonic alignment.
Methodology:
1. Ask the questions provided on the slide and elicit answers using the pictures.
2. Once answers have been elicited, ask students to stand up and use the arm
tapping technique to practice spelling
3. Ask the students to identify zest in the pictures, for example: How is the boy
showing zest? The boy is smiling/The boy is excited.
4. STORY REPORT TIME: When this heading appears, students will need to write
an answer on their worksheet.

Page Objective – Slide 4 (Introduction of New Vocabulary):

For students to learn and understand new words that they can add to their
vocabulary bank.
Methodology:
1. Introduce the first word using the picture. See if the students can guess the
word based on the picture/gif.
2. Once answers have been elicited, add actions to reinforce learning.
3. Ask the students to identify zest in the pictures, for example: Which picture
shows zest? Picture number 2, the dog is excited.

Page Objective – Slide 5 (Brain Break):

For students to have a short mental break that includes a physical activity to rest
the brain and have it ready for further learning.
Methodology:
1. Ask students to stand up and move away from their desks.
2. Play the song and encourage students to dance/follow the actions/move
their bodies.
3. Remind students to show as much zest as possible when dancing and have
fun!
Story time Methodology
Page Objective – Slide 6 (Gap Fill):
For students to identify a missing word and to practice sentence structure.
Methodology:
1. Teacher reads the sentence. Students guess the word based on the picture.
For stronger classes: ask students to spell the word.
2. Once all words have been filled in, ask students to read the sentences out
loud. This can be done in teams or individually.
3. STORY REPORT TIME: When this heading appears, students will need to write
an answer on their worksheet.
Remind students to show as much zest as possible when reading!

Page Objective – Slide 7 (Physical Response):

For students to understand the meaning of words through the use of actions.
Methodology:
1. Introduce the word, ask students to repeat the word 3 times.
2. Add an action to each word.
3. Play teacher says with the actions they learnt.
Remind students to show as much zest as possible when doing the actions!

Page Objective – Slide 8 (Sentence Structure):

For students to create their own sentences using the sentence structure provided.
Methodology:
1. The teacher reads each sentence and elicits ‘who’ and ‘what’ answers from
students. Write these answers on the white board.
2. Give students a chance to choose their own word and write it on their story
report, e.g. The monkey/sister/teacher did not give up.
3. STORY REPORT TIME: When this heading appears, students will need to write
an answer on their worksheet.
Remind students to show as much zest as possible when giving the answers!

Page Objective – Slide 9 (Polling Technique):

For students to acknowledge and express their own opinions through a physical
response.
Methodology:
1. The teacher or student must read the question and answers.
2. Students are given time to choose and answer. A class vote must be held.
Instead of raising hands, each answer can be given an action.
3. STORY REPORT TIME: When this heading appears, students will need to write
an answer on their worksheet.
Remind students to show as much zest as possible when giving the answers!

Page Objective – Slide 10 (Accompanying Material):

A reminder of the required accompanying material to be completed with/after the
completion of the PowerPoint.
Methodology:
1. These required worksheets should be printed BEFORE the lesson begins.
2. The required worksheets are to be used during the lesson.
 Review Quiz Example

• Review Quiz will not be available on the gate. Resources Grade Points
can be found on SharePoint.
A+ 90 - 100

•
A 75 - 89
Students take a 5-minute review quiz from the previous
two lessons. B 50 - 74
C 10 - 49
• Students complete the review quiz on their own without F 0-9
help from the teacher or classmates.
 Leadership Roles:
Overall Objective: To give students the opportunity to demonstrate their understanding of the 7
traits through different leadership roles that offer them the chance to take responsibility

How to use Leadership Roles in Seedbed 2:

1) Choose and print out Leadership roles for today’s class. For the younger levels we recommend
giving multiple students the same role. This provides a good opportunity for modelling and
understanding throughout the Term (3 months).

2) Give the students their roles or highlight the roles on the job chart for the class and remember to
give opportunities for students to demonstrate their roles.

3) Throughout the class be sure to encourage student roles. Each students should be able to
demonstrate their role at least once per class.

4) Make sure all lanyards are collected back at the end of the lesson and or the job chart changes.

Expected Outcomes:

•Students begin to understand the meaning and importance of taking responsibility

•Students become more confident members of the classroom.

•Student management increases and teacher can control a classroom with the aid of students.

There are 2 different ways to use and assign leadership roles at Seedbed Level:

1- Give students a 2- Give students a role

physical lanyard role. on the job chart.
Each role has the We recommend
Vietnamese on one side grouping them with 4-5
and English on the roles per class and the
other. students names below.
 Author: Richard Frost, British Councilhttps://www.teachingenglish.org.uk/article/total-physical-response-tpr

Interested in learning more?

Search for Mooncake English – TPR
ESL on YouTube
 Identifying Traits for LMS grading
Teachers will be required to grade students on whichever character traits they
demonstrate per lesson. Here’s what to look for.
Overall Objective:
 Classroom layouts for Seedbed 2

Horseshoe / Double Horseshoe

Tables in a horseshoe layout. Ideal to use when completing
board work or speaking activities. All the students will be
able to see you, the board and each other. This also allows
for space in the middle of the horse shoe to proctor the
students workbooks and check on their completion. A
horseshoe layout can also be great for classes that need
additional student management support, as the space opens
up for students to see one another, therefore the teacher can
point out positive behaviour.

Traditional rows
Traditional rows work well to aid with sitting students in
pairs. Though it is good to change up the pairs frequently to
help build off of each-other. Example: Weak / Strong,
Confident / Unconfident. Traditional rows also help to
minimise the amount of conversation and sets students up to
experience a test environment. Traditional seating works
well for the Story Time component when you would like to
have all students focused on the smart board and videos.

Nested tables in groups

Nested tables are great for small group work, CTP day and
co-operative learning. It can be difficult to start classes when
students are already sitting on small tables as some students
will have their backs to you. If possible have the students sit
so they're side on to you and remember to move around the
classroom when you need to give instructions or change
activities. Nested tables are great for days that have hands on
activities or need the teacher to proctor around more.