The underlying fact is that the achievement of effective communication between the teacher and the student forms the main reason behind preference for a particular form of classroom seating arrangement. In the analysis of the first case, the main reason behind the preference for this type of arrangement revolves around the need to create space, enhance movement of the teacher, and enable high levels of teacher- student interaction. The spacing between groups is adequate to allow free movement of the teacher. The pathways are well planned to avoid distraction and congestion and desks are placed in appropriate places to enable faster access to learning materials. The desks are arranged in a manner that enables each student to have his or her workspace, and the desks are of appropriate sizes. The displays have an educational value, and the instructional board is located with visual range of all students in the classroom.
A number of equipments such as desks and chairs can be seen arranged in modular manner for effective student to student and student to teacher interaction. As observed in the first video, this involves developing an orderly structure, which unifies all elements in the classroom such as space and resources towards the achievement of broad educational objectives. In this case, the examination of the first video reveals a number of learning equipment such as desks and chairs arranged in a modular manner and a blackboard strategically placed at the front center of the classroom. Learning materials such as books are also placed within the reach of the teacher and the
In the first classroom, the type of activity taking place is an interactive form of activity among the students and the teacher. This teacher draws back students to recall information learned from previous sessions. The second activity taking place is student questioning. The teacher is asking students questions that call for the applications of principles and concepts introduced in the lesson. However, it is seen that most of the questions asked are directed at the lowest levels of students’ cognitive capacities and only require factual responses.
The teacher’s possible purpose for the observed classroom arrangement in the first video revolves around the need to achieve high levels of interaction with the students. This is a student-centered approach that enables maximum student-teacher interaction without any form of hindrance. Furthermore, this observed classroom arrangement enables the teacher to maintain control of the classroom and emphasizes on how well the students learn the materials presented.
The high level of student’s engagement during the lesson is demonstrated by active students’ involvement in the learning process. This is important for two critical areas in learning. First, it reinforces important skills in learning, such as critical thinking and problem solving. Second, it enhances the likelihood of achieving high levels of students’ attention. It can also be observed from the arrangement that its purpose is to stimulate student’s growth through engagement. This is demonstrated by the teacher-directed instruction, small group work and seating arrangement. It enhances the capacity of the students to explore and discover new facts on the topic with teacher’s assistance.
The purpose of classroom arrangement is related to the instructional design because it adheres to the task instrumentality concept of classroom arrangement. Furthermore, the time schedule, classroom arrangement, instructional activities and the class routines observed fit into the classroom design. From the observed classroom in the first video, students are seen to work in small groups of two or three as a strategy in achieving high levels of teacher-student engagement, especially in history lessons. The arrangement of the classroom is related to the instructional design, because it takes cognizance of the activities to be conducted, the number of students, and the age of the students. Furthermore, it is geared towards creating a cooperative interaction and enhances the capacity of the teacher to interact and monitor the students’ activity.