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.