Environmental competence is defined as "an awareness of how the physical environment affects learning and an understanding of how to manipulate the environment to reach behavioral goals." (Bohlin, Durwin, Weber, 2012.) In my internship classroom, I have noticed how the seating arrangement elicits distinct behavior patterns. The students are seated in clusters, which allows for collaboration during small group activities. However, I have noticed that the face-to-face small groups allow for more distraction between the young peers. They struggle to stay on task and focused with their playful classmates surrounding them. I wonder how to best arrange students at a table? Organizing them by achievement would allow for peer help, but grouping them will cause unnecessary competition and possibly decrease student self-esteem. I believe mingling the students by behavior would be the most beneficial. Placing a talkative or frequently off task student by one who is consistently respectful will encourage the students to manage themselves. In my internship classroom, I have seen my CT rearrange the students when they become too talkative amongst each other at their group tables. In the future, I will begin the year with students seated in rows (auditorium arrangement), which will make it easier to maintain initial control of the classroom. Once behavior norms and expectations have been established, students will be able to be seated in ways to promote collaboration and group discussion. (Bohlin, Durwin, Weber, 2012.) Once I've determined the best seating for students according to their behavior and achievement levels that would maximize learning time, I will be better able to group the students accordingly. I'd love have students desks arranged in a large circle at least one day a week to promote Socratic discussions and whole-class brainstorming. Action zones are defined as "an area in which the teacher is most likely to interact with students." (Bohlin, Durwin, Weber, 2012.) Teachers need to be sensitive to levels of interaction and include all students, so moving around the room is an effective way to keep students engaged. In my internship, i see my CT frequently rotate throughout the room while checking assignments and students are working independently or within their small groups. I have joined my CT in moving fluidly throughout the room, pausing frequently to encourage students or guide them in the right direction of the assignment. I wonder if, while in a large circle seating arrangement, students would benefit from having access to the middle of the circle? If I taught from the middle, would students remain actively enaged? I believe the movement and opportunity for higher student involvement will benefit the learners' experience in creating memorable instructional situations. Especially for science, I feel as though this arrangement would benefit the scientific process and increase student's involvement. (456 words) References:Bohlin, L., Durwin, C., & Weber, M. (2012). Emotional Development. In Ed Psych Modules (2nd ed., pp. 68-69). New York, New York: McGraw Hill.
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