| Seating charts are a critical component of any | | | | of the program. Autoshapes really helps to position |
| classroom. They can make or break the atmosphere, | | | | your arrangement on paper. Make several copies of |
| and ultimately, the learning. If students are distracting | | | | the chart, as well as save it to your files for future |
| others, some will become frustrated. Others may | | | | reference. If you have it saved, you will not have to |
| become an additional behavior issue. And still others will | | | | recreate it each time repeatedly. |
| complain at home, to which you will receive a lovely | | | | When placing your students, I always like to place my |
| phone call from the parents (if you are lucky to | | | | "behavior issue" students first. Usually these are the |
| escape them calling your administrator). | | | | children who need your attention the most and tend to |
| A well thought out seating chart can make the | | | | feed off of others, so it is best to spread these |
| difference in students learning, or dozing off in class. | | | | students out. I try to position them with backs to one |
| Each administrator will have his or her own idea about | | | | another, so that they are not making faces from |
| what entails a proper desk placement in your | | | | across the room all day long. Next, I place the good |
| classroom, so it is best to start by asking, rather than | | | | citizen students. Usually right next to the behaviors. |
| having to move desks several times throughout your | | | | With the right role model, behaviors can turn into good |
| classroom. For example, in my building, my principal is a | | | | citizens for the next time around. After both ends of |
| stickler for creating groups of four or five (we are a | | | | the spectrum have been placed, I then focus on |
| cooperative learning school). So, if I tried to place rows, | | | | placing the remaining class roster. I try to separate |
| I would have quickly gotten the disapproving message. | | | | boys and girls so they are evenly distributed. I also think |
| While some administrators are more open about | | | | about strong personalities clashing or assisting with |
| seating arrangements (small groups, pairs, rows, | | | | others around. |
| etcetera), others are not. Make sure to ask your | | | | By having a variety of students sitting near one |
| colleagues before you find out the hard way. | | | | another, possibilities for learning tolerance and content |
| Once you have your desks placed in the proper | | | | is greater than having like students learning nothing. |
| arrangements in your room, make a template on your | | | | You know your students the best and how they |
| computer of the desks so that you have a form from | | | | should be placed in your classroom for optimum |
| which to work. This seating chart will also aide the | | | | performance. Use this information to help, rather than |
| occasional substitute in your room with names. A | | | | hinder you as you strive to reach the best classroom |
| template is easily made using a word processing | | | | learning environment! |
| software (such as Microsoft Word) in the draw part | | | | |