| Getting to know your students is an important part of | | | | procedures: |
| classroom management. Some students will try and | | | | * listening to instructions before being directed to |
| test the limits of your classroom procedures. This is | | | | performing a given task |
| where your classroom seating charts will begin to | | | | * work procedures during the task |
| serve you. All new teachers should use a classroom | | | | * terminating the task on-hand |
| seating chart in order to learn the names of the | | | | Teach children when they are allowed to rotate |
| students fairly quickly. Remembering the students' | | | | around their desk, get up to use the computer, turn or |
| names right in the beginning of the school year helps to | | | | move their desks to sit with another student or move |
| develop a more personal and direct contact. | | | | back to their frontal classroom arrangements. This |
| A classroom seating arrangement to get to know the | | | | activity is the bulk of planning classroom procedures. |
| students' names however is not maximizing the | | | | Remind children five minutes ahead of time that the |
| usefulness of this tool. Students need to taught the | | | | group work or pair work will be ending and they will |
| classroom procedures that are inclusive of a | | | | need to return to their seats for the remainder of the |
| classroom seating arrangement. | | | | lesson. This is the perfect time to sum up the activity, |
| Classroom procedures of this kind include the following | | | | ask students what they thought of the lesson, how it |
| classroom arrangements: | | | | could have been changed, and what they learned from |
| * group work | | | | such an activity. |
| * pair work | | | | Use your seating chart to check and see who is still |
| * frontal work | | | | not in his or her seat or if some students are trying the |
| It is advisable not to use more than two classroom | | | | limits of our authority by seating in another person's |
| arrangements in a given lesson. For every classroom | | | | seat. This is where effective classroom management |
| seating arrangement, students need to be taught and | | | | techniques come in. |
| constantly reminded of the following classroom | | | | |