Case Study One:
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Case Study One: Marcus-------Classroom Arrangement
EDG 3201
Amanda Penta
Johnston
11/7/12
Case Study One:
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Background
Student: Marcus
Age: 7.5 years old
Grade: 2nd
Scenario: Marcus is in the second grade student who is very off task and distracted during independent
work. His teacher has to often stop during their independent group with the small group she is working
with in order to try and get him refocused on his work. Marcus shoots trash balls into the trash cans,
walks around the classroom, adjust his seat several times, and either taps his pencil or gets up several
times to sharpen it. Unfortunately, because of the misbehavior increase, a new classroom arrangement
plan will be put into effect to hopefully minimize any possible distractions for Marcus and also help him
achieve his goals in the next four weeks.
Goals
1). Increase the quantity of time on-task during independent work.
2). Increase the number of independent assignments completed.
3). Decrease the number of interruptions to the small group instruction
Classroom Seating Arrangement
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Strategies, Explanations, and Examples
1). Minimizing Distractions---In order to minimize distractions Marcus must be away from computers,
doors, windows, and objects that you already know distract him (Evertson & Emmer 2003). Where
Marcus is seated right now he has the trash can right in front of him, in which he shoots “baskets” of his
trash in it, this is a huge distraction, therefore, we need to either move his seat or the trash can itself.
Marcus is also sitting in the back of the room where many distractions can be formed, and the group table
is right in front of him then the chalkboard which can be distracting with a lot of peers around him.
2). Maximizing Access---According to Evertson, Emmer, & Worsham “we need to keep a clear line from
your teachers desk to the students so you can see all of them, especially students who tend to act out or
misbehave” (as cited in Evertson & Emmer 2003). In this situation we would also move Marcus closer to
the teacher so that since it the case study it says he likes to move about the classroom he is also going to
want to have the other students in his line of sight as well, but moving him closer to the teacher and board
can promote him participating more as well. According to Shores, Gunter & Jack, “the seating
arrangement needs to be in place so that the teacher can interact with every student”. If Marcus is
sitting in the back of the classroom, it is going to be really hard for the teacher to see everything
that he is doing.
3). Matching Arrangement to Lesson Purpose---It has been decided that in order to help correct this
misbehavior as well as, benefit Marcus we will be changing the classroom seating arrangement to better
accommodate Marcus. According to, Lambert & Wong, “students should be seated in rows to promote
independent work more, because if students are seated in groups there is time for more social
interactions”. It is important that we allow our students to be seated in rows in order for them to do more
independent work. In the seating arrangement as of right now, Marcus is seated in the back of the room
with only one other child next to him. This allows a lot of social interaction time and freedom to talk to
each other the whole class.
Case Study One:
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Appendix 1
Future Seating Arrangement
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References
Evertson, C. M., Emmer, E. T. (2009). Classroom Management for Elementary Teachers, 8th ed.
Columbus, OH: Pearson.
Lambert, N. M. (1995). Seating arrangements. In L. W. Anderson (Ed.) International encyclopedia of
teaching and teacher education (2nd Edition). Oxford: Elsevier Science.
Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher.
Mountain
View, CA: Harry K. Wong Publications, Inc.