2.1 Classroom OrganisationPhysical Arrangement of a

Class

Physical Arrangement of a Class

Introduction

The teacher must create asetting in which learning isencouraged.

Physical Arrangement of a Class

IntroductionThere are limits to what a teachercan do to improve conditions inmany schools, where classes areheld in large rooms, with noiseand movement going on allaround.

Physical Arrangement of a Class

Introduction

Most teachers have to accept areality of overcrowded,cluttered classrooms with noresources beyond theblackboard.

Physical Arrangement of a Class

Introduction

Such physical conditions neednot prevent good teachingfrom going on.

Physical Arrangement of a Class

Introduction

Many teachers fail to noticesimple improvements that theycould make to their classroomsto make things easier for theirpupils.

Physical Arrangement of a Class

Introduction

Many teachers come into theclassroom, sit down, and starttalking with no regard for thepupils.

Physical Arrangement of a Class

Introduction

What should the teacherconsider after entering theclass?

Physical Arrangement of a Class

IntroductionCan the pupils see?

Can the pupils hear?

Are they all seated in a sensibleway?

Physical Arrangement of a Class

Introduction

The main requirements of aclassroom are ……………….

Physical Arrangement of a Class

Introductiona. Access to the pupils

b. Keeping the ‘fringe areas’ to aminimum.

c. Enabling all the pupils to see theblackboard and visual displays etc.

Physical Arrangement of a Class

AccessSome classrooms are so arranged that theteacher ends up physically ‘trapped’ at thefront.

In many cases, however, the teacher failsto make use of available opportunities tomove around the class.

Physical Arrangement of a Class

AccessAccess to the pupils, includingthose to the sides and rear, isimportant, so that the teacher can????????

Physical Arrangement of a Class

Access

a. Check oral and written work

b. Give individual attention

c. Physically involve the pupils

Physical Arrangement of a Class

AccessFringe Areas

oAreas far from the teacher, outof immediate sight, to the sidesand rear

Physical Arrangement of a Class

AccessFringe Areas

• The teacher should try to LOOKat and SPEAK to all the pupils.Many direct their attention tooexclusively in one direction.

Physical Arrangement of a Class

AccessFringe Areas

• It is important to be able tohave physical and verbalcontact with the pupils so that

Physical Arrangement of a Class

AccessFringe Areas

a. The teacher can check if everyoneis following and attentive

b. The pupils know that the teacher ischecking and interested

Physical Arrangement of a Class

AccessFringe Areas

•This becomes difficult if thereare too many ‘fringe areas’.

a. What becomes difficult?

Physical Arrangement of a Class

AccessFringe Areas

• It is the lazy or slower pupils who seatthemselves in these places, and theyare precisely the ones who need to bebrought into the lesson more.

Physical Arrangement of a Class

AccessFringe Areas

• Even if significant changes to theseating arrangement of the class arenot possible, the teacher can ..??

• Make pupils swap places.

Physical Arrangement of a Class

AccessThe blackboard

• The teacher must position himself/thepupils/the blackboard in such a waythat all the pupils have a good sight-line

Physical Arrangement of a Class

AccessThe blackboard

• It is a good idea for the teacher toroutinely ask if pupils can seeclearly.

Physical Arrangement of a Class

AccessThe blackboard

• Some children are sigh to speakout in such situations, so directquestioning could besupplemented by …??

Physical Arrangement of a Class

AccessThe blackboard

• the teacher going to differentplaces in the room and checkingfor himself.

Physical Arrangement of a Class

AccessArranging the room for Pair/Group work

• Some teachers are unwilling to usepairs/groups on the grounds thatthey cause too much disruption,or that there is insufficient space.??

Physical Arrangement of a Class

AccessArranging the room for Pair/Group work

• These complaints are not justified.

• For pair work, get neighbours to workwith each other – this causes nomovement or extra noise in class.

Physical Arrangement of a Class

AccessArranging the room for Pair/Group work

• Group work should be kept to amaximum of six. Larger groups causeproblems, and often lead to confusedinteraction between the pupils.

Physical Arrangement of a Class

AccessArranging the room for Pair/Group work

• The physical organisation can bedone by simply getting threepupils to turn to three pupilsseated behind them.

Physical Arrangement of a Class

AccessArranging the room for Pair/Group work

•No excessive movement of chairsor desks is required and so thereneed not be any disturbance toother classes.

Physical Arrangement of a Class

AccessArranging the room for Pair/Group work

• For more ambitious activities, such asdrama or games involving movement…..??

• The teacher can make use of spaceoutside the classroom.

Physical Arrangement of a Class

Look at the diagrams on worksheet1 and consider the following points:

Is there anything wrong with themain position of the teacher?

Is there a better way of arranging thefurniture or seating of the pupils?

Physical Arrangement of a Class

What are the areas that theteacher could use to gain access tothe pupils?

Teacher Position-Diagram.jpg

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