THE ECLECTIC MINDSET AND THE TRADITIONAL CLASSROOM: EXPLORING WAYS TO IMPROVE LEARNER PARTICIPATION THROUGH CLASSROOM SETTINGS
Abstract
There is a common notion which is acknowledged by practitioners of various fields that the environment could be the biggest influence on their growth. It is the same in the case of education. In most cases, classrooms are large and hence the seating arrangements are fixed into traditional rows and columns. Due to the fixed/unchanged seating layouts/arrangements in the large classroom, teachers encounter problems such as the they could not: execute their planned procedures, group them as the methodology demands, provide equal opportunities for corrections, interactions, evaluations, performance and to practice all the skills learned in the classroom.
To solve these problems this research paper tries to look at the necessity of different seating arrangements to equidistribute the opportunities to every learner in the large classroom and propose eclectic solutions to increase learner participation and productivity in the classroom.
Keywords
Full Text:
PDFReferences
Blatchford, P., Galton, M., Kutnick, P., & Baines, E. (2005). Improving the effectiveness of pupil groups in classrooms. Final report to ESRC (L139 25 1046).
Burke, M.A., & Sass, T.R. (2013). Classroom peer effects and students achievement. Journal of Labor Economics, 31, 51-82.
De Arment, S.T., Reed, E., & Wetzel, A.P. (2013). Promoting adaptive expertise: A conceptual framework for special educator preparation. Teacher Education and Special Education, 36, 217-230.
Everstson, C.M., & Weinstein, C.S. (Eds.) (2006). Handbook of classroom management: research, practice, and contemporary issue. Mahwah, NJ: Erlbaum.
Farmer, T.W., Hamm, J.V., Lane, K.L., Lee,D., et al. (2016). Supporting teachers’ management of middle school social dynamics: The scouting report process. Intervention in school and clinic.
Gest, S.D., & Rodkin P.C. (2011). Teaching practices and elementary classroom peer ecologies. Journal of Applied Developmental Psychology, 32, 288-296.
Hamm, J.V., Farmer, T.W., Dadisman, K., Gravelle, M., & Murray, A.R. (2011). Teachers’attunement to student's peer group affiliations as a source of improved students experiences of the school social-affective context following the middle school transitions. Journal of Applied Developmental Psychology, 32(5), 267-277.
Mariola, C. G., Yvonne H.M, & van den Berg. (2016) Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs. Soc Psychol Educ, 750-774.
McKeown, S., Stringer M., & Cairns, E. (2015). Classroom segregation: Where do students sit and how is this related to group relations? British Educational Research Journal, 42(1), 40-55.
Pedro, M.E, Ulrich, O.S.H, & I.C, Datondji. (2018) seating arrangements as a means for improving interactions in EFL beginner classes: the case of some secondary schools in the littoral region. International Journal on Studies in English Language and Literature, 6, 20-31.
Sleeter, C.E., & Owuor, J. (2011). Research on the impact of teacher preparation to teach diverse students: the research we have and the research we need. Action in Teacher Education, 33, 524-536.
Sokal, I., Smith, D.G., & Mowat, H. (2003). Alternative certification teachers’ attitudes toward classroom management. The High School Journal, 86, 8-16.
Van den Berg, Y.H., M., Segers, E., & Cillesesn, A.H.N. (2012) Changing peer perceptions and victimization through classroom arrangements: A filed experiment. Journal Abnormal Child Psychology, 40, 179-185.
Wannarka, R., Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for learning, 23, 89-93.
Weinstein, C.S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55, 25-38.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies