How do you lay out your classroom?  Here’s some things to consider.

Whether you are moving into a new classroom or simply just fancy a change, something that we always think about is how to lay out your classroom (and who sits next to who!). I’ve asked our teachers at Classroom Secrets and in our Facebook groups what works for them. Here’s some things to consider!

Before thinking about the classroom layout, have a look at the children. Is there anyone with SEND needs who needs to sit in a particular position? Perhaps they need to be near the front if they have issues with their eyesight or hearing. I’d recommend speaking to the previous year group teacher about who does (and, more importantly, doesn’t!) work well together.

Of course, everyone has a different space and furniture available and I imagine that whatever you start with in September may look very different in January. However there seem to be 3 most popular classroom layouts – rows, table groups and horseshoe. Let’s look at each of them in turn.

ROWS

First up, rows – there are lots of pros for this, with the main one being that everyone can see the front. I’ve found that this can also help with behaviour management as they are generally quieter than groups.

However, if everyone is facing forward then children get used to not making eye contact with their peers so it’s important to push tables together when you need more discussion and group work. Depending on the class size, rows can also make it tricky to reach a child who needs additional support, so think about which children may need to go on the end of rows for easy access.

GROUPS

Table groups are great for discussion work and team work. Tables of 4 often work well – I find the children are not as distracted as a table of 6.

The issue with groups is that it can be a challenge for everyone to see the board as there’s always someone who’s sideways or having to turn to see, which won’t be very comfortable during teaching input. However, tables can be at an angle rather than perpendicular to the front if that allows more children to see the whiteboard without having to move around.

If you are arranging your class in groups, think about if you will sit children in ability groups or if they will be mixed and possibly move about for particular lessons to help provide the appropriate support (in one class I taught, children had different places for English, maths and other subjects). Don’t forget the table groups can be at an angle rather than directly facing the whiteboard if that allows more children to see the whiteboard without having to move around.

HORSESHOE

A horseshoe seems to be a popular layout if space allows; it can be amended to accommodate a group table in the middle, or individual tables connected at right angles inside the horseshoe. This table arrangement can be much easier to walk around and live-mark, while the children in the middle can turn around to face the horseshoe when needing group discussion.

And finally…

• Once you’ve decided on the layout (version 1!) that you want to try, draw it out on an A3 sheet of paper. Put each child’s name on a sticky note and physically move them around to work out where to seat everyone for that first day.

• Consider where you will sit during lessons (if needed) – if you are supporting a small group, then possibly leave a space for you so you can help the children whilst overseeing the rest of the class.

• If the children keep moving the tables, then pop some tape on the carpet to show the position and train them to shift tables back as part of your home-time routine.

• Think about carpet space – do you need it? If you do, then leave space for it! Carpet spaces often work really well to avoid everyone rushing to sit next to their friends.

• Do you have space for a ‘safe space’ such as a small tent? It can really help children who become overwhelmed in a busy environment.

• Table names – you don’t have to use them but they can help to build a team feeling particularly if your room is arranged in groups. Name them after one of your topics, authors, colours, shapes… anything really!

• If you want to encourage children to work together, then consider table points – it can be amazing how children modelling good behaviour can help their classmates follow – especially if there is a reward at stake!

• Are left-handed children sat so that they have space to work? Putting a left-handed child on the left-hand side of a table as you look at it, next a right-handed child, will mean that their elbows will clash during work, which will be uncomfortable for both!

• Have you got room for a table somewhere quiet for children to sit with an adult 1:1 if needed, such as intervention or for support in a lesson?

Finally, remember… you can have a mix of layouts. Just give it a try as chances are you may be moving the desks (and definitely some children) before too long!