placing tables in groups (also known as cabaret or café style) for group activities, or having tables in rows for a lecture if a lot of learners will be attending.
Tables in groups
This cabaret or café style is an effective way to enable learners to work together and to interact during group activities. All learners can still see the teacher and any presentation materials being used. The style is informal and the teacher can see everyone. If room permits, tables could be moved so that they are not so close together, or placed at different angles. The teacher could sit beside the desk rather than behind so as not to create a barrier, and move around the room when possible.
Figure 2.1 Group layout (cabaret or café style)
Tables in rows
This classroom style does not lead to effective communication between learners. However, all learners can see what is going on and see the teacher. This layout is useful when presenting information if group work is not required. The teacher would need good voice projection to reach all learners at the back of the room or use a microphone. Without the tables, more chairs could be positioned tightly in rows, allowing many learners to attend a session at the same time. This is known as lecture style and could involve the use of benches instead of chairs. If chairs are used, they might have a moveable arm on which to rest notes. If a learner is sitting in the middle of a row and needs to leave the room for any reason, they would disrupt the rest of the row of learners. If there are many rows, learners at the back might not be able to see or hear very well. This style could enable learners to not pay much interest, and the teacher might not notice.
Figure 2.2 Classroom-style layout
Horseshoe or U-shape
This style allows for large group discussions between the learners and the teacher, but is not good for small group work. Learners can still see the teacher and any presentation materials being used. Learners sitting at the very ends of tables may feel excluded from the group when discussions take place. More tables could be added if necessary to close the gap and create an oblong shape; the teacher then becomes part of the group.
Figure 2.3 Horseshoe or U-shape layout
Boardroom style
This oblong (or it could be a square) style allows for discussions and group work where a large table area is needed. If the teacher sits at the table with the learners, everyone can communicate and see each other. If the teacher sits separately, some learners will have their backs to them, and not be able to see a presentation screen if used.
Figure 2.4 Boardroom-style layout
Other layouts
If possible, you could experiment with other layouts (see Figure 2.5 page 76) to see how effective they are for the type of teaching and learning activities which will take place. This can include the teacher as part of the group or not, using tables or not, or a different approach such as chairs in a circle to include all learners as well as the teacher. However, sometimes tables can create barriers.
If you are delivering a session at an external venue, such as a hotel or a conference centre, you might be able to request certain layouts which will be set up beforehand for you. If you need to move the furniture, you should get a member of staff to help you beforehand and again afterwards. You will need to allow space for movement around the room, and for bags and coats to ensure there are no obstructions. If you can, return the room to its original layout at the end of your session.
Activity
Take a look at the figures denoting different styles of room layout. List the advantages and disadvantages of each for your subject. You might like to discuss these with a colleague or friend. How could you overcome any disadvantages? What other room layouts could you use for your subject and why?
Figure 2.5 Other layouts that could be used
Managing the learning environment
The seating arrangements in a room can have a big impact on learning. People like their comfort zones and you may find that learners will sit in the same place each time they are with you. This is often the place they sat during the first session. This is useful to help you remember their names. You can sketch a seating plan and note who sits where, as well as who has not participated or who has caused disruption. Your sketch and notes will help you plan future sessions, for example, to make sure everyone participates. Remembering and using learners’ names will show respect and encourage them to talk to you in confidence if they have any concerns. Some learners like to sit with their friends which might not help them learn from others, or work with others in the group. If you tell your learners from the start that you will move them, for example, when carrying out group activities, they will become used to it. If you suddenly decide half way through a course, they might not take it well. Moving learners around or getting them to work with others can either help or hinder their learning, depending upon the group dynamics and maturity of the learners.
If possible, arrive early to check the layout of the room, and to prepare any materials and equipment. You might find the room hasn’t been left in a suitable condition by the previous user and you will need time to prepare it.
Example
Harry arrived at 9.25 a.m. ready for his session which commenced at 9.30 a.m. He found the room was untidy with rubbish on the floor, three chairs were missing, writing was on the board, and the data projector wasn’t working. He became very anxious as his learners started arriving. He therefore didn’t give a professional impression and was flustered when he commenced the session, missing out some vital information as a result.
In this example, the previous occupant of the room had not left it in a fit state for the next person. If this occurs regularly, it might be an idea to talk to someone who can influence those using the rooms to leave them in a fit state.
There may be instances when you have no option but to arrive at the time the session is due to commence. For example, if another group is timetabled in the room prior to your session. When this is the case, you won’t know what state the room will be in. You could ask your learners to wait outside the room for a few minutes until you check it’s acceptable. Alternatively, you could let your learners come in, but tell them you need a few minutes to set up. If this is the case, and depending upon the maturity of your learners, you could ask them to chat among themselves about the topic to be covered.
Health and safety considerations
Learners are entitled to learn in a healthy and safe environment. If you see a potential hazard, be proactive and do something about it
