Flexible Seating in the Classroom - Introduction to Students
Hello again!
We’ve been going through each phase of switching over to a flexible/alternative seating classroom.
If you’ve missed any of those posts, click below to catch up!
If you’ve missed any of those posts, click below to catch up!
Today I’m going to explain how I introduce this new style of classroom arrangement and management
to my students. When my students came in for the first time, it was funny to see them look so confused
as they noticed there were no name tags on specific spots. I then explain that they will get to choose
their own seat when they find out what works best for their body! For the first week I do assign spots.
I have their names on name tags that I simply set on the desks before they’d arrive in the morning. I
explain to them that I am doing this to make sure that everyone gets to try out all of the options. I hand
each child a check off sheet that has a chart on it. The chart has a column that shows a picture of each
seating option, as well as a column with “This is a good fit for my body”, “This is not a good fit for my
body”, or “I’m not sure yet”. We would pause twice a day to sit and discuss as a class, sharing students
outlooks on good fits, and not good fits and how their body was telling them that.
to my students. When my students came in for the first time, it was funny to see them look so confused
as they noticed there were no name tags on specific spots. I then explain that they will get to choose
their own seat when they find out what works best for their body! For the first week I do assign spots.
I have their names on name tags that I simply set on the desks before they’d arrive in the morning. I
explain to them that I am doing this to make sure that everyone gets to try out all of the options. I hand
each child a check off sheet that has a chart on it. The chart has a column that shows a picture of each
seating option, as well as a column with “This is a good fit for my body”, “This is not a good fit for my
body”, or “I’m not sure yet”. We would pause twice a day to sit and discuss as a class, sharing students
outlooks on good fits, and not good fits and how their body was telling them that.
Through this discussion, it’s really helping students to take ownership of their own self-awareness and
learning. Helping them to further understand and accept that no two people’s bodies are the same is a
vital part of our classroom community. This all is also giving them the opportunity to build their ability to
think flexibly. Flexible thinking is an important building block to future problem solving and decision
making. It is also letting the students know that I trust them to make the right choices for them and they
appreciate that trust and responsibility.
learning. Helping them to further understand and accept that no two people’s bodies are the same is a
vital part of our classroom community. This all is also giving them the opportunity to build their ability to
think flexibly. Flexible thinking is an important building block to future problem solving and decision
making. It is also letting the students know that I trust them to make the right choices for them and they
appreciate that trust and responsibility.
Initially for classroom management, I had on the board 3 columns. One said “Student Choice” and had
all of the student numbers under it. The second said “First Notice”, and the third said “Teacher Choice”.
I told the students that they all start in “Student Choice” but if they are not making responsible choices in
their seat, I will ask them to move their number to “First Notice”. If it continues, it would get moved to
“Teacher’s Choice” and then I’d choose where they’d sit. Although this was an easy system, I ended up
taking it down due to lack of need. I really never had a student get to “Teacher’s Choice” because the
students didn’t want to lose the responsibility of making their own choice. Now I can just simply tell them
that they have a warning verbally and they change their behavior without having to physically move their
number.
all of the student numbers under it. The second said “First Notice”, and the third said “Teacher Choice”.
I told the students that they all start in “Student Choice” but if they are not making responsible choices in
their seat, I will ask them to move their number to “First Notice”. If it continues, it would get moved to
“Teacher’s Choice” and then I’d choose where they’d sit. Although this was an easy system, I ended up
taking it down due to lack of need. I really never had a student get to “Teacher’s Choice” because the
students didn’t want to lose the responsibility of making their own choice. Now I can just simply tell them
that they have a warning verbally and they change their behavior without having to physically move their
number.
For my students with more significant needs, I sat down with my special education teacher to discuss
what would be best for them. For my students with more severe autism we find that it is beneficial to
have them at one consistent spot that is “theirs”. For some of my students with issues focusing or
processing, I talk with them and “guide them” into understanding that certain spots or seats are best for
them. You’ll decide what’s best for your students in this case, and this is going to be different from year
to year.
what would be best for them. For my students with more severe autism we find that it is beneficial to
have them at one consistent spot that is “theirs”. For some of my students with issues focusing or
processing, I talk with them and “guide them” into understanding that certain spots or seats are best for
them. You’ll decide what’s best for your students in this case, and this is going to be different from year
to year.
I hope this helped your insight! Join us next week for my favorite part of my classroom….the library!
Find out how I organize it and how we use it each day.
Find out how I organize it and how we use it each day.
