Running head: AN ACTION RESEARCH PROJECT ON THE EFFECTS OF PERMANENT 1

An Action Research Project on the Effects of Permanent Group Seating Arrangements on

Student Learning and Behavior
Craig Allen Bryant
East Texas Baptist University

Abstract

AN ACTION RESEARCH PROJECT ON TH EFFECTS OF PERMANENT

The effects of a permanent group seating arrangement in an eighth grade classroom were
examined. The students were assigned table groups, with three to four people at a table. They
were interviewed, surveyed, and observed. Student learning and behavior was examined.
Overall, students exhibited a habit of socializing with their table partners and displayed a
resistance to beginning the class activities promptly.
An Action Research Project on the Effects of Permanent Group Seating Arrangements on Student
Learning and Behavior
Introduction and Question
Differentiated instruction is essential to a healthy and thriving classroom (Parsons,
Dodman, and Burrowbridge, 2013). In almost every interview for a teacher position the
interviewee is invited to expound on the way in which they plan to develop and apply
differentiated instruction in their particular classroom. One of the foremost scholars on this topic
is Carol Ann Tomlinson. Through her study and practice, she has come to the conclusion that, It
is a reasonable hypothesis that a current interest in what is called differentiated instruction is due
to a degree of academic diversity that teachers simply can no longer ignore (Tomlinson, 2003,
p. 121).
One significant component of differentiated learning is grouping students (Tomlinson,
2003). Part of designing and grouping students in a classroom is utilizing the myriad of student
seating arrangements. The purpose of this research topic is to determine if permanently seating
students in circular table groups has a negative effect on students learning, achievement, and
behavior. Is student learning, achievement, and behavior affected positively or negatively by
permanent group seating arrangements? Is there enough flexibility available with only circular
tables that seat four people to implement differentiated instruction to the degree in which it ought

AN ACTION RESEARCH PROJECT ON TH EFFECTS OF PERMANENT

to be? It is hypothesized that permanent group seating arrangements, without flexibility, will
have a negative impact on student growth, and that the students will become apathetic to an
environment without any variation, just as they might if the classroom design kept them in
straight rows at all times.

The question of permanent round tables emerged when I was asked to move grade levels,
which required me to relocate to another classroom. I had been used to having desks which were
moved around the room frequently to form the various arrangements that were to be utilized for
that days tasks. Assorted groupings of two, three, and four were deployed, as well as individual
rows on some occasions. In some cases, desks were pushed completely to the side of the room,
opening the entire floor for use. Students would be grouped or paired according to the need for
the day.
After discovering which teacher I would be replacing, I immediately realized that the
upcoming school year would be met with the challenge of maintaining a differentiated classroom
that incorporated only round tables. My initial thought was to ask for the tables to be removed
and replaced with desks. Being able to configure the desks to my choosing for the day was
something that I had grown accustomed to. It was familiar and comfortable. I ultimately decided
on giving the permanent groupings a try. Our other eighth grade teacher had just won Teacher of
the Year in our district, and I felt that if she was partial to the setup, then she could give me
pointers to help me out along the way so that I could become comfortable and secure using them
as well. So, I went full steam ahead into my new endeavor.
The importance of answering this question is significant. It is a question that I
need answered personally in the short term as a teacher, and in the long term as an administrator.

AN ACTION RESEARCH PROJECT ON TH EFFECTS OF PERMANENT

Am I going to use this type of classroom setting next year as a teacher, and am I going to allow
permanent seating arrangements in my school as an administrator? Does this type of classroom
framework lend itself to the type of differentiated instruction groupings that Tomlinson has
written and spoken about? Furthermore, the question of learning and behavior in an
undeviating layout needs to be answered for the purpose of all students in all classrooms.
Principals and school leaders seem to always advocate using best practices. It is my goal as a
teacher, and assuredly in the future as an administrator, to ensure that students are receiving the
best education possible through the best possible means and strategies. In an attempt to answer
the research question posed in this paper, I will focus on three classroom seating arrangement
styles, along with how each one may affect learning and behavior. One arrangement, in which I
currently employ, is permanent table groups of three to four students. Another is at the opposite
end of the spectrum, desks aligned in permanent rows. The third arrangement is a flexible
arrangement which incorporates desks and tables that can be moved around the room as needed.
Although my question centers around whether or not permanent group seating is advantageous in
the classroom learning environment, I think it is necessary to examine the other styles in a
comparative nature.

Literature Review
Many articles have been written concerning classroom arrangement as it relates to
differentiated learning. In an interview with Carol Ann Tomlinson, Echo Wu of the Journal of
Advanced Academics asks Ms. Tomlinson about this very topic. She believes there is a vast
distinction between strategies such as ability grouping on a daily basis and true differentiated
learning. In her words, Differentiation, as I envision it, does not seek to label and segregate

AN ACTION RESEARCH PROJECT ON TH EFFECTS OF PERMANENT

students, but rather to serve them effectively in heterogeneous classrooms that are responsive to
their varied needs (Tomlinson, 2013). She goes on to state that small group instruction is
beneficial. According to Tomlinson, choosing the grouping for students is a varied process.
Groups can be constructed in the following ways: readiness needs, personal student interests, the
students learning approach, teacher choice, student choice, and sometimes evenly randomly.
Also, groups can be deployed heterogeneously, which means diverse and assorted, or they can be
developed homogeneously, which means all of the same kind (Tomlinson, 2013).
Moreover, Tomlinson exclaims that using a variety of groupings augments learning and
teaching. Grouping and regrouping students often and in a meaningful way assures that students
have the chance to perform within a diverse range of settings, with a diverse range of purposes,
and with a diverse group of people. She mentions quite often the word flexibility, especially in
the context of space as it relates to the classroom arrangement and grouping structure. In fact, I
have not found where Tomlinson believes that students should be permanently attached to one
table group. She points out that teachers should separate students into small groups for time with
the teacher, for stations, or for any other number of reasons. She does not seem to convey,
however, thoughts that would lead me to believe she would place students in groups of three to
four solely for the purpose of working together on an assigned task (Tomlinson, 2013).
In Tomlinsons ideal classroom setting of flexibility, it is evident that learning and student
needs are first and foremost. But what about behavior issues? When students are always together
as part of a group, does their behavior deteriorate? Tomlinson doesnt think so. When students
are engaged in the lesson and task at hand, they want to learn. (Tomlinson)
The opposite of permanent groups would be the traditional classroom of desks situated in
perfect rows without any movement or change. This is the classroom I grew up in, and is still

AN ACTION RESEARCH PROJECT ON TH EFFECTS OF PERMANENT

utilized by many teachers today. There are teachers on my campus who refuse to move desks
even an inch. How does this affect their learning or behavior? Being quiet does not necessarily
mean good behavior and on task. Nevertheless, many of the teachers that keep their desks in
permanent rows believe that to be true.

In their article Desks in Rows, Oliver and Kostouros first describe the traditional classroom
seating arrangement in secondary schools and in a typical college setting. The traditional class
arrangement utilizes desks in rows, generally assigned through alphabetical order, with the
teachers desk at the front of the room. Oliver gives a lengthy personal description of that
classroom as she grew up. Through her personal experience as she sat in the traditional
classroom of desks in rows Oliver laments the fact that she will have to stare at the back of the
same persons head until the teacher assigns new seats. She then moved on to post-secondary
school and describes an entirely new type of classroom, where the students sat in groups and
were able to facilitate self-directed learning through conversation with their peers (Oliver and
Kostouros, 2014, p 2).
The authors believe that when students walk in a room and see desks in systematic rows
that the learners presume that all focus must be towards the front of the class, where the teacher
will present the lecture expecting all eyes and ears on him or her (Oliver and Kostouros, 2014, p
5). In their opinion and findings through research, Oliver and Kostouros (2104) find that seating
does matter and that it can and does affect both student learning and the teachers perception of
the student (2014, p 6). The student, of course, sees the rigid rows of desks and assumes that
everything about the class will be rigid, including the grades, the structure, and the tone; not to
mention the lack of collaboration and peer to peer learning (Oliver and Kostouros, 2014, p 7).

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Several effective substitutions are offered to take the place of rowed seating. All
alternatives allow the students to team up with the other classmates through partners or groups,
and push the students toward student to student conversation. Learning teams are one of these
alternatives. In this setting, students work together in small groups to discuss and solve
problems. They then come together as a large group to share their findings. This creates dialogue
and facilitates a learner centered environment (Oliver and Kostouros, 2014, 8).
My first few years as a teacher I was a straight row teacher with no desire to change
anything. I would do activities to get the students up and moving, but then go straight back to the
neat row. I then evolved into a part time straight row teacher, part time stations teacher. The
students would sit in small groups and rotate around the room doing various activities. This
would be a one or two day adventure and then we would go right back to the rows. I would also
sprinkle in some group activities, and maybe even a group project or test. Unfortunately, I did
not see improvement in learning or depth of knowledge. Interestingly, I also did not have fewer
discipline problems. Students who did not fit into that particular learning style either tuned me
out or lashed out, causing behavior issues that really stemmed from my lack of knowledge and
my lack of research into the root cause of our problems. Additionally, students do need
interaction with their peers. With desks in neatly aligned rows, the students in the front cant
even see anyone behind them. While some teachers may find this helpful by moving the most
disruptive student to the front, it doesnt help the teacher to understand why the student is
misbehaving.

Methodology

AN ACTION RESEARCH PROJECT ON TH EFFECTS OF PERMANENT

The setting for my personal research was in eighth grade math classes at Judson Middle
School (JMS), which is one of three middle schools in the Longview Independent School
District. The district is fairly large with a diverse group of students. Judson Middle School serves
a little over 500 students, ranging in grades six through eight. JMS has a good representation of
the diversity within the district, as students come from varied economic, ethnic, and social
backgrounds. Furthermore, the eighth grade students that I teach are just as varied as the school
and the district in which they attend.
In order to research the question of whether or not permanent group seating arrangements
without flexibility affects learning and behavior, observation was carried out in only traditional
classes. Pre-Ap, or pre Advanced Placement, and non-traditional enrichment courses were
excluded. This was done for several reasons. Only one Pre-Ap course was scheduled for me this
year, and it only has 7 students, so I omitted this class on two accounts. The first being its small
size. I can separate these students across the room. Having only tables is a non-factor. The
second reason is that in my ten years of teaching experience I have perceived that behavior is
generally better and the motivation to learn is enhanced at the Pre-Ap levels. Students in this
classroom setting have largely chosen to be in the room and seem to have a better grasp on
content of the course than do their counterparts in traditional classrooms. Non-traditional
enrichment courses were left out of the research because the students in these rooms are
generally already having a hard time understanding content because they are struggling learners,
they have behavior concerns, or a combination of both of these scenarios. Other factors may
come into play, however these concerns are front and foremost in many of these students.
Pointedly, the students in the enrichment courses were placed there because they either did not
meet the standard for the state of Texas achievement test, or they were extremely close to not

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meeting the standard. To include these two outlier groups would have, in my opinion, skewed the
data given that the research question I am asking seeks to specifically understand how behavior
and learning are effected by permanent table groups. Furthermore, all students enrolled in the
enrichment course are also enrolled in the regular math classes.
As was previously stated, only traditional classrooms were chosen to research
the question of how permanent group seating arrangements affect learning and behavior. More
specifically, I observed two classrooms, one containing eighteen students and the other
containing twelve students. The classroom comprised of twelve students included three Special
Education students and a Special Education teacher. Additionally, the twelve member class and
the Special Education teacher were given an anonymous survey. In both classrooms I was a
participant observer. The research methods chosen were appropriate as they relate to the research
question for two main reasons. First, as a participant observer, I was able to interact with the
students through daily contact. In addition to observing their learning and growth through
classroom activities, classroom tests, benchmark tests, and other viable data sources, I was able
to view their behavior through our school behavioral management plans. The survey was an
excellent method for the students to give feedback and contribute their personal views on the
question of whether or not permanent table groups helped or hindered learning and behavior.
The class was observed throughout the spring semester, beginning in the fourth six weeks
of our current school year. Observations concluded at the three week mark of the fifth six weeks.
The survey was then given to the chosen students. In analyzing the research, I examined my
observations and reflected on the student learning and student behavior during the time frame. I
attempted to view the observations with as little bias as possible, however, there was some bias.
My main bias was that I had previously used desks in order to manipulate a classroom to suit

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seating arrangement needs and felt comfortable in a flexible setting. Further analysis was then
given to the surveys taken by the twelve students. The students gave honest feedback to the
questions presented.
Results
After reviewing my notes as a participant observer, collecting the survey data, examining
articles from experts in the classroom differentiation field, and reflecting on learning and
behavior of the observed students, I have concluded that learning and behavior are negatively
affected when students are seated in permanent groups with no flexible variation. Learning and
behavior was impacted in several ways. I observed that on many days several students in each
class used time at permanent seating groups as a social experience rather than a learning
experience. The intent of grouping students is to offer collaboration time and group think, if you
will. Students were switched with other students periodically to ensure that sitting beside friends
was not the culprit of the social interactions. The result of this was many days of not being able
to start the lesson or warm up immediately.
In this type of seating arrangement, the only way students can be removed or isolated is
to have them step into the hallway. The twelve person classroom was a little more manageable
with fewer students and another teacher in the room, but I found it increasingly difficult to retain
students attention regardless of the situation. Often, it seemed, students only aspiration for the
class period was to chat with table mates. Obviously this was not the case for every student as
some students were observed trying to help redirect their classmates. When out of seat activities
were performed, student behavior was observed to become slightly better, however students
eventually gravitated toward their table mates.

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Unit test and benchmark scores reflect that seating students in permanent table groupings
did not work well in the two classrooms observed. I understand that factors other than permanent
table groupings could have played a role in the scores. However, after reviewing my
observations, it is clear to me that not being able to have flexibility in classroom seating
arrangements ultimately impedes learning.
Implications
As a result of my findings, I will no longer use permanent seating arrangements in a
classroom setting. Through my research, I have learned that a true differentiated classroom
setting should be flexible in its seating arrangements. (CITATION OF A SOURCE). I will ask
that the round tables be removed from my room and replaced with desks so that I may choose the
configuration that best suits the needs of my students for that particular day or activity. The
timeline for that change will not occur until next year, as I must request for the tables to be
removed and for desks to be brought in.
As a Principal, I will recommend to all teachers that they utilize a flexible classroom
seating arrangement to facilitate a differentiated classroom environment. I will attend and ask my
staff to attend professional development covering differentiated classroom formats.

References
Esha Roy, J., (2014). The impact of seating arrangements on students learning in secondary
schools. International Journal of Information, business, and management, 6(2), 1-28.
eds.b.ebscohost.com/eds.
Fernandes, A.C., Jinyan, H., Rinaldo, V., (2011). Does where a student sits really matter? The
impact of seating locations on student classroom learning. International Journal of
Applied Educational Studies, 10(1), 66-77. eds.b.ebscohost.com/eds.

AN ACTION RESEARCH PROJECT ON TH EFFECTS OF PERMANENT

Oliver, S.G., Kostouros, P., (2014), Desks in rows. Transformative Dialogues: Teaching and
Learning Journal, 7(3), 1-12. eds.b.ebscohost.com/eds.
Parsons, S.A., Dodman, S., Burrowbridge, S.A., (2013). Broadening the view of differentiated
learning. The Phi Delta Kappa, 95(1), 38-42. eds.b.ebscohost.com/eds.
Patterson, J.C., Connolly, M.C., Ritter, S.A., (2009). Restructuring the inclusion classroom to
facilitate differentiated instruction. Middle School Journal, 41(1), 46-52.
eds.b.ebscohost.com/eds.
Tomlinson, C.A., (2014). Classroom based professional learning. Educational Leadership, 71(8),
90-92. eds.b.ebscohost.com/eds.
Wu, E.H., (2013). The path leading to differentiation: An interview with Carol Tomlinson.
Journal of Advanced Academics, 24(2), 125-133. doi; 10.177/1932202x13483472.

In their article Desks in Rows,

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