Seating Arrangement
Content:
Introduction
1
Part One: The impact of seating arrangement on students
3-7
Part Two: Different types of seating arrangement in the classroom 8 – 13
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Traditional Lecture
Theatre style
Circle, Square and Rectangle – Open
Circle, Square and Rectangle – Closed
Partial with Open Area (U-shape seating)
Group Work
Semi-circle arrangement
Table rows
others
Part Three: The consideration of seating arrangement
14 - 20
Conclusion
21
Reference
22 - 23
1
Seating Arrangement
Classroom Seating Arrangement
Introduction:
On the surface, seating arrangement to some teachers is less important to the
learning outcomes than the other aspects or the other teaching activities.
Hence, how to arrange students’ seats seems quite simple. In reality, we can
see that many teachers just make students to sit in nice neat rows. Actually,
where students sit has great impact on their behaviours and the learning
outcomes. There are various types of seating arrangements for teachers to
choose, and different class activities require teachers to arrange students’
seats correspondingly. This paper aims at introducing the following three
aspects: the impact of seating arrangement, different types of seating
arrangement and the considerations teachers need to take into account when
they plan their own seating arrangements.
Key words:
types
impact considerations
2
Seating Arrangement
Part one The impact of seating arrangement on students
A study of below-average ability Year Nine students seated in fours with
pairs of two-seater tables facing found an average of 52% of the time on
task. When the seating was put into rows the on-task proportion rose to 84%
and then 91%. A similar experiment was tried with sixteen-year-old college
students: the on-task rate rose from 64% to 75% when the chairs were
changed from three rows to a single semicircle facing the lecture. 1
Also, the following table shows students’ different behaviours due to
different seating. 2
Table 1 The times comparison between the last row and the front row
Last Row
The Second Row
Off-task behaviours
55
10
Target Drifting
10
5
Distracted from instruction
43
5
Intention of answering questions
22
48
Answering questions
0
11
Being praised
0
1
Being reminded
0
1
From this table, we can notice that the number of behavioural problems tend
to increase as the student sit farther from the teacher and they are more
likely to be off task than those close to the front or to the teacher’s desk.
They are in the margin of the psychological area of teaching and
management, so it is very difficult to attract teacher’s attention. Even if they
want to answer questions, they have much less chances. This point is
obviously reflected from the table above. In addition, teachers seldom
remind and praise the students at the back because they are at the forgotten
corner.
1
Michael Marland, 2002. The Craft of the Classroom. 3rd edition. Honorary Fellow,
Institute of Education, London University.
2
Zhenghong gen, The issue of back seats, Jiande Educational Bureau, Zhejiang, 2004.
http://202.121.15.143:82/document/2005/1/jk050117.htm
3
Seating Arrangement
The issue of the back seats is very serious in the big-size classrooms and it
exists commonly among different schools. Now, we are emphasizing on the
equality of education and many teachers take for granted that our education
is equally being carried out because students are in the same classroom,
using the same textbooks, having the same teacher and the same learning
time for one lesson. But is it the case? Actually, only seating, the seemingly
insignificant point, can cause the inequality dramatically. There are some socalled ‘problem students’ nearly in every school. Parents are helpless about
them, teachers are annoyed by them, and they are also self-abandoned.
However, many people are trying to work out the reasons which cause their
misbehaviours, and finally familial and social factors are mainly criticized.
Whilst, the issue of back seats, which is possibly the main source of many
behavioural problems, is always ignored by almost everyone.
Except for the back-seat’s phenomenon, the results of some well-designed
research studies show that an increase in physical space between students
leads to increased on-task time and decreased disruptive behaviour. In
classrooms where students have more space between each other, teachers are
even rated by their students as more sensitive and friendly. 3Also, you can
use the physical space in the classroom to provide students with additional
external control. The most straightforward example is to separate students
who cannot seem to stop talking to each other and seat each of them with
nondisruptive students. That decreases the negative effect they have on each
other and increases the positive effects the nondisruptive students can have
on them. Again, separating two students who are arguing may be more
effective than either signaling disapproval or standing near them if they are
too upset to control themselves when they are so close together. Finally,
placing distractible students where there are few distractions or behind a
screen or in a cubicle may help them concentrate better.4
The placement of teacher’s desk also affects students’ behaviour. Whether
students are in kindergarten or in high school, they will be on-task more
consistently and will display less disruptive behaviour when they know they
3
Paine ‘Structuring Your Classroom for Academic Success’, 1983, 25.
4
Herbert Grossman, 2004. Classroom Behaviour Management for Diverse and Inclusive
Schools. 3rd edition. Rowman & Littlefield Publishers, Inc.
4
Seating Arrangement
are closely monitored. 5 In a busy classroom you will see pupils’ eyes flick
up to where they expect to see the teacher. Some of the looks will be from
pupils wondering momentarily whether to do something silly or not. Others
will be from pupils who are deep in their work but want some kind of
reassurance. The stable figure of the teacher in a known position in the room
is comforting influence for the collaborative enterprise. 6 So we can say that
teacher’s desk should be in clear view of all students and many students will
choose whether to follow teacher’s instruction or tasks depending on
whether the teacher is watching.
In China, the traditional seating arrangement reflected the educational
philosophy, which emphasizes on facts feeding. So it was very common to
see that teacher stood in the front of the classroom, and students sat in rows
quietly. This conventional seating arrangement had its own limits
undeniably. Firstly, it cultivates students to rely on teachers subconsciously,
and teachers become the centre of the classroom naturally. Consequently,
students will be very dependent on teachers, and then be quite passive during
the teaching and learning activities. Secondly, it is a stereotype that the less
able or poorly-performed students sit at the back of the classroom. They are
always the forgotten voices, and teachers seem too far away from them.
What they are thinking about and how they behave are mostly ignored,
which ignite the conflict and resentment towards teachers. Nowadays, the
education reform in China requires teachers to get down from the platform
and interact with students during lessons. It means that teachers need to
rearrange students’ seats and narrow the distance between the teacher and
students. 7
Nowadays, the educational approaches are been changing and more and
more activities are implemented in the classroom. The increased emphasis
on an active role for pupils through discovery and exploratory learning and
group work shows itself in the use of different activity areas within the
5
Mary Damer, Seating and Behaviour, July 6, 2000.
http://www.illinoisloop.org/md_desks.html
6
Michael Marland, The Craft of the Classroom: a Survival Guide, 3rd Edition. 2002.
Honorary Fellow, Institute of Education, London University.
7
http://blog.cersp.com/35897/archive/200604.aspx
5
Seating Arrangement
classroom, the use of tables set up for group work rather than for individuals
sitting in rows, and relatively free access for movement to and from resource
areas. 8
Groups were more likely to use an effective problem-solving strategy when
given context-rich problems to solve than when given standard textbook
problems. Well-functioning cooperative groups were found to result from
specific structural and management procedures governing group members'
interactions. Group size, the gender and ability composition of groups,
seating arrangement, role assignment, textbook use, and group as well as
individual testing were all found to contribute to the problem-solving
performance of cooperative groups. 9
Some children work best with their friends, some do not since they are too
distracted by talking or playing together. During my three school placements,
I noticed that in the first two schools, students have their fixed seats
arranged by the teachers, and students in my last school placement can
choose their seats by themselves. Mainly and obviously, they are in the
friendship groups. I am not sure whether the apparent friendship group are
beneficial to every group member, but I think the demerits of friendship
group are far more weight than merits although maybe it is more tune with
encouraging students’ autonomy, and more likely to gain the goodwill of the
pupils if the teacher allow them to find their own places. Some students have
already spent so much time in each other’s company in homes, streets, and
playground that they just resist teasing each other, joking, and talking. 10 I
admit it is friendly, harmless, pleasant, but it is distracting however. Also,
the purpose of having groups is to work with each other, teach each other
8
Chris Kyriacou, 1997. Effective Teaching in Schools: Theory and Practice. 2nd edition.
Stanley Thornes Ltd.
9
Teaching problem solving through cooperative grouping. Part 2: Designing problems
and structuring groups，Patricia Heller American Journal of Physics -- July 1992 -Volume 60, Issue 7, pp. 637-644.
http://scitation.aip.org/getabs/servlet/GetabsServlet?prog=normal&id=AJPIAS00006000
0007000637000001&idtype=cvips&gifs=yes
10
Michael Marland, The Craft of the Classroom: a Survival Guide, 3rd Edition. 2002.
Honorary Fellow, Institute of Education, London University.
6
Seating Arrangement
and learn from each other. Whilst, students within the friendship group are
so familiar with each other and their behaviours, personalities and thinking
styles are similar to some extent. So I believe that compulsory mixed groups
are more beneficial for students, within which they can learn more.
If friendship groups are split up, however, this can sometimes lead to
resentment, becoming yet one more reason why some children are
demotivated and dislike school.11
From what has been discussed above, we can see that gaining and keeping
students’ attention and lessening misbehaviours are ongoing challenge for
teachers. Workable seating arrangements can help teacher are more readily
to monitor students’ activities and make this task easier.
11
Michelle MacGrath, 2000. The Art of Peaceful Teaching in the Primary School:
Improving Behaviour and Preserving Motivation. David Fulton Publishers, London.
7
Seating Arrangement
Part two Different types of seating arrangement
Classroom is far more complex than many teachers think about it. Seating
arrangements are with great significance and they are a main part in a
teacher’s plan for classroom management. The consideration in arranging
students’ seats guarantee teaching and learning can occur as efficiently as
possible. 12 Just as Jones 13 said, the best arrangement put the least distance
and the fewest barriers between teacher and students. According to James
Levin et al, no matter what basic seating arrangement is used, it should be
flexible enough to accommodate and facilitate the various learning activities
that occur in a given classroom. 14 The teacher needs to be able to walk
around the room without the students having to move their desks.
Different seating arrangements serve and fit different purposes depending on
teacher’s desires. There is more than one way to arrange students’ seats.
According to the NATIONAL GUIDELINES FOR EDUCATING EMS
INSTRUCTORS, August 2002, the following seating arrangements are
suggested: 15
Traditional Lecture
Alexandra Ramsden, Seating Arrangements, 1999, 12.
http:www.uwsp.edu/Education/pshaw/Seating%20Arrangements.htm
12
13
F. Jones, Positive Classroom Discipline, New York: McGraw-Hill Book Company,
1987. Page. 57-63
14
Classroom management paper, http://www.uwrf.edu/~w1010277/crmpaper.htm#intro
15
Classroom Arrangement Strategies. Appendix VIII
NATIONAL GUIDELINES FOR EDUCATING EMS INSTRUCTORS, August 2002
8
Seating Arrangement
This is the usual lecture theatre arrangement, mimicking cinemas because
the aim is effective one-way communication. The long orientation facilitates
sight-lines for video projection, etc. ideal for clear and convincing
presentation of images to a large audience; militates against interaction and
critical engagement, usually mediated, one-way communication.
Theatre style
This is the typical arrangement for Senates or Councils, with a focus at the
front where speeches are given, but the other participants are engaged in the
discussion, and the emphasis is on personal presentation, not mediation
through images and text, though this is possible. Ideal for critical
engagement between an academic and a relatively large class, with some allgroup discussion, but presentation of text and images is compromised.
Circle, Square and Rectangle – Open
Circle, Square and Rectangle – Closed
9
Seating Arrangement
These two kinds of arrangement are based on the idea of emphasizing
communication. Students can see one another face to face, so facial
expression, gestures and other forms of nonverbal communication are visible
and the communication is enhanced and boosted. Students in this kind
arrangement should cooperate with each other. It is easy for students to see
each other and discuss. In this situation, the teacher is free to walk around,
check students’ work, or sometimes work with the whole group. It is based
on the philosophy of collaborative learning. 16
However, this arrangement is not suitable when the teacher is giving a direct
instruction because some students have their back to the teacher. Also,
students may use most of their time talking about other things instead of
being on the task.
Partial with Open Area (U-shape seating)
This seating arrangement allows the teacher to be in the middle and see all
the students as well as have all the students see him/ her. According to
Teacher B, this is an effective seating arrangement because it prevents the
students from getting distracted with each other since the teacher is in the
middle of the class. The U-shape seating arrangement is also good for the
fact that students can still help one another because they sit close enough and
yet not distract the whole class during a lesson. The problem with this
Alexandra Ramsden, Seating Arrangements, 1999, 12.
http:www.uwsp.edu/Education/pshaw/Seating%20Arrangements.htm
16
10
Seating Arrangement
arrangement is that although the teacher can be in the middle of the room to
keep distractions off, at times her/his back could be turned towards the
student thus she/he may not be able to see problems if and when they occur.
Group Work
This kind of seating arrangement is also commonly used by many teachers.
In the small groups, the teacher could have four or five students sitting
together. With this small group arrangement, the students are able to work in
groups easily and share ideas among themselves as well as help each other.
Students are expected to use teamwork which gives them the chance to
experience what it means to work as a team. Each individual student is able
to see what the others are doing and when he/she talks to one person in the
group the rest can still hear it. This arrangement is especially good if there
are students who are very quiet and are too shy to ask questions because they
are afraid of being embarrassed. With this seating arrangement, if students
have the same questions, their questions will be answered and the teacher
saves time from having to repeat an explanation. Yet, having students sit in
small groups can come with some problems. For example, at times the
students can get distracted by the other students in the group or they may not
be able to see the board as clearly. Also, at times, the teacher can have their
back to the students unintentionally and thus may not be aware of everything
that’s going on in the classroom.
11
Seating Arrangement
Semi-circle arrangement
The philosophies of this arrangement can be direct instruction, childcentered or collaborative because all the desks are facing the front of the
classroom and all of them can see the board clearly. The teacher can easily
move around and supervise every student’s work. Also, it is very convenient
for students to have discussion among themselves since they are close to
each other.
Table rows
This arrangement is very convenient and simple because the teacher just
needs to place the
tables in rows. And this
kind of arrangement
can motivate students by
letting them sit
together, work together
and share together. It
is suitable for problemsolving and social
activities. However, some
students who sit at the
back of the classroom are
too far away the
chalkboard. It is hard to
have class discussion
because the students
cannot hear each
other clearly without
moving around to see
who is talking.
12
Seating Arrangement
Also, there are some other seating arrangements used frequently. The picture
in the middle shows the traditional
classroom seating arrangement of several
rows of desks facing the teacher.
Students’ desks don’t touch each other
and the teacher only can move from the
front to the back, not from side to side.
This arrangement is based on the
philosophy of teacher-dominated. It is
good for the teacher to give direct
instruction or for students to have exams,
but it is not convenient for group works
or some interactive activities. In addition,
the students who sit at the back might be
involved in the activities less than other. Meanwhile, behavioural problems
will occur relatively.
13
Seating Arrangement
Part three: the consideration of seating arrangement
1. The consideration of using different teaching activities
Different teaching activities determine the type of seating arrangement
Most teachers want to adopt different forms of seating arrangements and
switch from one to another. Six teachers in one research reported that 17 they
switched from one grouping strategy to another as the activities of
individuals and groups of pupils changed. However, the changing activities
of the day and the fluctuating numbers of teachers in many of the classroom
meant that the seating arrangements could be a complex problem. It is better
to find the balance between whole class teaching, group work, and
individual teaching. In order to strike this balance, one possible solution is to
arrange the desks in a square or horseshoe figuration as the basic form of
organisation and switch from this to individual, group and whole class
teaching as desired. 18 But in China, seating arrangements are very difficult
to carry out and they are not very effective for promoting the learning
outcomes as the class size is too big. Sometimes, it is very time-consuming
to move students into different groups during one lesson. Teaching the class
as a whole can maximise teachers’ time for teaching instead of merely
monitoring what the students are doing.
2. The consideration of the characteristics of the activities and
students’ preferred level of participation
(1) The individual work
We can easily imagine that people prefer to the position which is relatively
far away from others if he/she wants to works alone without interruption. In
the classroom, students will choose the seats which are at the end of the
classroom, or near the walls or far away from the centre of the classroom if
they want to protect their privacy or to do some tasks individually.
17
Robin Alexander, John Willcocks, and Kay Kinder, Changing Primary Practice. The
Falmer Press, 1989.
18
David McNamara, 1994. Classroom Pedagogy and Primary Practice. London and
New York. Page 66.
14
Seating Arrangement
(2) The cooperative work
Usually people will sit very near to each other when they are doing some
cooperative works for the sake of convenience. Thus, sometimes the teacher
needs to place two students who like to work with each other together when
he/she is arranging students’ seats.
(3) Competitive work
People like to choose inner position to sit when the tasks are competitive. By
doing this, they can observe others and work out their strategies. When
students are involved in some competitive tasks, they prefer to the seats
which are opposite to their opponents in order to increase the frequency of
eye contact, and then stimulate the motivation of competition.
Through the three points above, we can see that seating arrangements in the
classroom should combine individual and public/community space together.
Usually children in the central area of a conventional box classroom, or
facing the teacher in a ring or horseshoe arrangement, participate more. Most
evidence suggests that this is due to children making seat choices to match
their preferred level of participation. Those who wish to be involved sit
centrally; shyer children choose peripheral seats 19 However, there is some
evidence that if children are moved, their participation level can be changed,
at least over a short period of time. That is to say, a nonparticipating student
will participate if he/she is moved into a central area. So the teacher should
swatch the seats frequently in order that students can keep their interests of
learning and the level of participation.
3. The consideration of students’ abilities
In mixed ability classrooms it may be appropriate to group children
according to aptitude if teaching is to be matched to their ability. 20 When
the teacher arranges students’ seats according to their abilities, he/she cannot
get over the fact that students may be very different on many characteristics
which may be related to learning, such as social ability, cooperative ability
and motivation.
19
Sean Neill, Classroom Nonverbal Communication. 1991. London and New York.
20
David NcNamara, Classroom Pedagogy and Primary Practice. 1994. London and New
York
15
Seating Arrangement
Let us look at the following table first.
Table 2 Percentage of time spent on task-related behaviour by pupils of
different ability
Above
average
Average
Below
average
All
pupils
Minutes Working Routine
observed
1,401
63
10
Awaiting Distracted Not
attention
observed
7
19
<1
1,365
1,109
59
64
9
13
9
8
22
15
<1
<1
3,875
59
11
8
21
1
From this table, we can see that the average ability group spent less time on
working and routine activities, and more time waiting for attention or
distracted than above and below average groups.
Sometimes, it is not a good idea to stream students into level groups, such as
top group, middle group and bottom group. On the contrary, the more able
students may be enhanced within the mixed ability group because the less
able students will turn to them for help and advice when the teacher’s
attention is on somewhere else and the homogeneous ability seating
arrangements may be detrimental to the learning of children in low ability
groups. 21 That is to say, it is better to disperse students randomly over the
class if the teacher’s aim is to balance the whole class.
4. The consideration of sex
According to Wheldall and Olds’s (1987) studies, the children in one class
spent more time on task when they were required to sit with boys and girls
side by side with normally segregated tables. In the second class in the same
school where children normally sat in mixed tables they were required to
segregate; time on task fell, though interpretation of the results is
David NcNamara, Classroom Pedagogy and Primary Practice. 1994. London and New
York
21
16
Seating Arrangement
complicated by the teacher’s increased use of criticism and her change of
working practices to include worksheets. Time on task was about 90 percent
in mixed groups, and 75 percent or less in segregated groups. 22 Also, one
small-scale study raised the on-task proportion of time of a Year Nine class
from 76% to 91% after changing the seating from self-chosen same-sex
positions to compulsory mixed sex ones. 23
Table 3 shows the differences between the task-related behaviours of boys
and girls in the present study
Girls
Boys
All
pupils
Minutes
observed
2,555
2,613
5,168
Working Routine
60
58
59
13
10
11
Awaiting
attention
7
8
8
Distracted Not
observed
19
<1
23
<1
21
1
From this table, we can see that girls spent more time on working and
routine activities than boys, whilst boys were more distracted and spent
more time on awaiting attention although the differences were not very great.
5. The consideration of group sizes
The group size appears to have exerted an influence on the pattern of
students’ task-related behaviour. The following table summarizes all the
observation data from sessions where group size was known and recorded. 24
22
Sean Neill, Classroom Nonverbal Communication. 1991. London and New York.
23
Michael Marland, The Craft of the Classroom: a Survival Guide, 3rd Edition. 2002.
Honorary Fellow, Institute of Education, London University.
24
Robin Alexander, Versions of Primary Education, 1995. London and New York. Page
117.
17
Seating Arrangement
Group
Minutes Working Routine Awaiting Distracted Not
Size
observed
attention
observed
1 to 3
1,161
62
12
6
20
<1
4 to 5
1,045
60
11
6
23
<1
6 to 20
1,523
55
12
8
24
1
21+
1,265
62
10
10
17
1
All
4,994
59
11
8
21
1
Table 4 Percentage of time spent on task-related behaviour in working
groups of different sizes
As the size of the groups increased from one to twenty, students spent less
time on working and more time on waiting and being distracted. However,
when the group had more than twenty students, the situation changed.
Students spent more time on working and awaiting attention, but less time
distracted.
6. The consideration of students’ ages
Table 5 percentage of time spent on task-related behaviour by pupils of
differing ages
Minutes Working Routine Awaiting Distracted Not
observed
attention
observed
5+ and 6+ 2,081
58
10
10
22
<1
7+ and 8+ 1,672
59
12
6
21
1
9+ and 10+ 1,415
60
13
6
20
1
All pupils
5,168
59
11
8
21
1
From this table we can see that the two older groups spent more time on
working and routine activities, and less time distracted and being waiting.
That is to say, the older groups have cultivated the habit of moving from one
activity to another without seeking help and guidance. Bennett, Desforges,
Cockburn and Wilkinson’s (1984) detailed study found that most interaction
among groups of infants was at low level-requesting materials and so on.
When children did try to assist each other their help was often misleading. 25
25
Sean Neill, Classroom Nonverbal Communication. 1991. London and New York.
18
Seating Arrangement
So when the teacher is planning his/her lesson, more group activities can be
adopted for older students.26
While elementary-school students love the occasional seating-chart change
and the new perspective it brings to them, secondary students are more
territorial and prefer not to have things shaken up after they're used to the
routine.27 Older students frequently meet in a room with spare seats, for a
subject which they have chosen, and in a much smaller group than a younger
class. Also, most pupils in the early and middle secondary years sit next to a
friend of the same sex.
7. The consideration of students’ different learning styles
Gregorc suggests that students with different learning styles prefer different
seating arrangement. Classrooms must accommodate students’ with various
learning styles.28
Some learners prefer to quiet and ordered environment, so stable or
individual seating might be suitable for them. Another learner needs to have
creative and free discussion, so arrange them into groups can stimulate and
motivate them most. The third learner works best in the environment which
can be rearranged. When the teacher arranges their seats, he/she should
consider how to allow them seek for the change of the scenery, the
associations and the opportunities.
8. The consideration of dealing with highly misbehaved or
distracted students
Almost every classroom has one or two highly misbehaved or distracted
students, whose behaviours are very difficult to manage during working
times. Most teachers just assign this kind of students in the front separated
All tables are from: Robin Alexander, Versions of Primary Education.1995. London
and New York.
26
27
http://www.dummies.com/WileyCDA/DummiesArticle/id-1893,subcatINDUSTRY.html
28
Seating Arrangement for better classroom management, Paul Denton, Adventist
Education, Summer 1992.
19
Seating Arrangement
seat in avoidance of their disruption. However, this kind of seating
arrangement is not as effective and suitable for controlling students’
behaviour. On the contrary, they will be more and more against teachers, and
then lose the interest in learning. Probably, it is a better idea to have one or
two desks located in the quietest and most non-distracting location as
students’ special ‘office area’. This area to students is not considered as a
punishment area but a place where they can work undistracted. Eventually,
the teacher will help the misbehaved and distracted students recognize that
they can do their best in a quiet place. 29
29
seating and behaviour, http://www.illinoisloop.org/md_desks.html
20
Seating Arrangement
Conclusion:
Seating arrangements are very important to the classroom management.
Whether the seating arrangement is suitable or not determines the students’
behaviours, the teaching effects and the learning outcomes. The way a
teacher arrange students’ seats largely depends on the type of the students
and the teacher’s philosophy. There are many alternatives for a teacher to
choose to arrangement students’ seats. For my part, I believe that there is no
best way to arrange the seats because in different situations students behave
differently in the class and to each other. Also, students have their own
learning styles and preference, so rows might be successful to some students
whilst semi-circle could be for the other. As a teacher, we need to plan each
seating arrangement carefully and try to take as many considerations as
possible into account.
21
Seating Arrangement
Reference:
1. Berth Bruno, Classroom Seats More than Meets the Eye. 1998.
2. Chris Kyriacou, 1997. Effective Teaching in Schools: Theory and
Practice. 2nd edition. Stanley Thornes Ltd.
3. David McNamara, 1994. Classroom Pedagogy and Primary Practice.
London and New York. Page 66
4. F. Jones, Positive Classroom Discipline, New York: McGraw-Hill Book
Company, 1987. Page. 57-63
5. Herbert Grossman, 2004. Classroom Behaviour Management for Diverse
and Inclusive Schools. 3rd edition. Rowman & Littlefield Publishers, Inc.
6. Mary Damer. (July 6, 2000) How seating arrangements impact student
behaviour. http://www.illinoisloop.org/md_desks.html
7. Mary Damer, Seating and Behaviour, July 6, 2000.
http://www.illinoisloop.org/md_desks.html)
8. Meifeng Wang, Seating Arrangement in the Classroom Management,
http://course.ncue.edu.tw/article20new.shtml
9. Michelle MacGrath, 2000. The Art of Peaceful Teaching in the Primary
School: Improving Behaviour and Preserving Motivation. David Fulton
Publishers, London.
10.Michael Marland, 2002. The Craft of the Classroom. 3rd edition.
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