Classroom physical arrangement and student behaviour
Abstract
The following study examines how the physical arrangement of classrooms affects
student behaviour, as measured by student off-task Inappropriate' and
disruptive' behaviour, defined as all types of behaviours that are contrary to
stated or Implied classroom rules or procedures (Emmer et. al., 1981a). This study
was conducted using primary classrooms, from Grade 1 to Grade 3, so as to view
as many forms of physical classroom arrangement as possible. The study was
conducted within d specified board In Ontario In 7 schools which opted to
partake In the study. The study Is qualitative In design using two main Case
Study formats: Situational Analysis and Multisite study, using structured
observations of classrooms and Informal interviews with classroom teachers.
Observation and interview questions were constructed using measurement tools
from Emmer et. al. (1981a) Classroom Management Improvement Study. (CMIS).
The accumulated data from each of the 7 primary observations, secondary
observations and teacher Interview questionnaires were analyzed and added
to the findings and results section of this study.
The case studies showed a definite relationship between classroom physical
arrangement and student off-task behaviours. If learning and teaching
materials are easily accessible by students Independently, the teacher can see
and hear all students, the traffic flows smoothly, and there are areas for high and
low activity then the counts of off-task behaviour decreased.
Collections
- Retrospective theses [1604]