One of the components of the physical learning environment is the classroom arrangement.

classroom's arrangement from a student's point of view may be varied from a teacher's point of

view. A student thinks the classroom symbolizes their personality and is where they get to make

new friends. To a teacher, the classroom should be arranged in such a way that it will facilitate

the learning process. The attentive, concentrated students most frequently occupy the front rows

not to miss any essential details. In contrast, the laid back, more relaxed students prefer the

backbenches to prevent the educators from being heard. Seating arrangements are critical events

in the classroom environment because they can help avoid problem behaviors that limit student

focus and decrease the educational time.

Managing the physical environment is one of the main variables of conducive learning. Six

facets of the physical classroom environment that teachers have to recognize are floor space,

wall space, countertop space, shelf space, cupboard and closet space, and the general

atmosphere. Charles and Senter (2002, as in Hue & Wai-Shing, 2008) have described.

Since the floor space is used by children and teachers frequently during the day, significant

emphasis should be put on organizing the area with furniture, such as mats, tables, chairs for

seating, cupboards, and shelves for children's belongings, tools, coercive and desk, and teachers'

tools.

Renard (2019) and Watson (n.d.) addressed various seating arrangements based on the teachers'

pedagogical methods and to accommodate the learning needs. There are many sitting positions

such as the theater, which is the traditional way of set-up,u-shape, row arrangement, circle,

cluster or group setting, semi-circle arrangement, etc.

This paper compares three seating arrangements, assesses their benefits and drawbacks, and

describes the best seating arrangements to ensure better learning and positive classroom culture.

The seating arrangement's primary purpose is to ensure a fun place for children to further their

learning by comfortably discovering and witnessing and confidently demonstrating what is being

taught. It is necessary to have a flexible seating arrangement to achieve the same purpose and

ensuring free movement around, encouraging collaboration, active commitments, quiet

independent work area, easy teacher accessibility, and teacher-led sessions choice.

Three arrangements of seating that can fit into these categories are explained as follows;

1. Updated U seating: In larger classrooms, the updated U seating arrangement is very

successful, leaving ample front space for floor seating or community project work or

presentations. In the center, another smaller U type is generated for Double U lines. This

can accommodate more desks, makes it easier for teacher interaction, facilitates paired

work, and encourages independent work and reflection. For successful teamwork or

group discussion, this structure would not be the best match. Unless gaps are maintained,

moving around the room is a challenge.

2. Cluster or group seating: This seating arrangement has all the U seating structure benefits

and also takes care of the U seating drawbacks. It supports several grouping techniques

that encourage student cooperation, teamwork, and exchange of ideas. The augmented

interaction between kids raises the noise level and disturbances in the classroom. The

secret to these seating arrangements' success is daily monitoring of work and learning,

strengthening critical consensus and encouragement.

3. The combination seating arrangement: This arrangement fulfills all of the purposes

mentioned above and also accounts for the learners' distinct needs. This configuration can
 foster mutual respect and promotes diverse learning needs, levels, and styles in an

inclusive school and curriculum (Displays2go. n.d.). Teacher needs a plan to distribute

any reading material or task sheet, such as keep-one-and-pass, distribute in groups, select

and share table chief, etc.

Based on my previous experience, there is nothing like permanent seating arrangements in the

classroom. This is because I often start my year with cluster or group seating and move to a

combination seating based on the children's needs and the classroom. After I get to know the

children a little better, I then provide space for individual work as needed for a particular session

and change their seating arrangement. I like to keep the group seating adjustable and change it

depending on the requirement, pair, 3or4 team, or group of 6; with an assistant, chairs, and tables

are very light kids easily do that. For example, we changed the arrangement to bring in double U

seats with a single row in the front or eye seating or computer combo when grade 5 children

explored how a government house operated (Renard, 2019).

In conclusion, there are a few things that a teacher can have some control over. It is the teacher's

sole power to control the physical environment while a student is in school. The school

atmosphere and the physical classroom environment can also positively or negatively affect a

student's day. However, if teachers can figure out how to change or keep certain beneficial

aspects of the school environment, this can positively influence the students" experiences while

at school. The design of the furniture hindered the patterns of natural flow and created small

open spaces for both students and the teacher to maneuver in the class. Teachers, therefore,

defined and allocated more or less the spaces to be used by students when working on an

operation. (Duncanson, 2003).

References
4. Displays2go. (n.d.). Effective Classroom Seating Arrangement. Retrieved from

https://www.displays2go.com/Article/Effective-Classroom-Seating-Arrangements-32

5. Hue, M., & Wai-shing, L. (2008). Classroom management: Creating a positive learning

environment.

6. Duncanson, E. (2003). The impact of classroom organization in grade-4 on student

achievement in science. Unpublished doctoral dissertation. Seton Hall University South

Orange, NJ.

7. Renard, L. (2019). 19 Classroom Arrangements Fit For Your Teaching. Retrieved from

https://www.bookwidgets.com/blog/2019/12/19-classroom-seating-arrangements-fit-for-

your-teaching

8. Watson, A. (n.d.). Ideas For Classroom Seating Arrangement. Retrieved from

https://thecornerstoneforteachers.com/classroom-seating-arrangements/