This year, I have been trialling a new classroom layout which combines the benefits of collaboration and partner work with the focus attained when all students can see and hear the instruction clearly.

While there is much deriding of seating students so they are all facing the same way (e.g. in rows), this is one of the quickest ways to help students get access to the same information consistently, and reduce derailments of their learning. Last year, we began experimenting with different arrangements involving rows at our school. While the size and shape of the classroom influenced which row configuration worked best, we found that student focus improved dramatically when we sat them in rows. But this is not how most schools organise their classrooms.

Popular seating arrangements involve clusters of desks, which inevitably lead to students turning their heads a lot.

When desks are organised into clusters, the hypothesis is that more group work and collaboration is facilitated. However, as most teachers will realise, the downside is that more than half your class will have to turn their necks or whole bodies to follow the instruction. Say if you’re at a conference or event with 360° circular tables, and you have first pick of your seat, which spot do you choose? The one with clearest, front-on view of the speaker/screen of course. No one wants to turn around for the whole session. So imagine having to turn your body every day for every lesson…

For primary schools, and some high schools, a way of managing this neck-craning issue is reducing time at desks, say be doing the explicit teaching part of the lesson on the floor. But if you are doing a lot of explicit teaching, this time sitting cross-legged can be lengthy, and often difficult for some students to maintain. It is also not ideal for students’ handwriting or posture to always be on the floor, say if you’re using mini-whiteboards.

Below, I’ll outline a potential solution to this predicament. One which allows for focus and ease of viewing/hearing, whilst also enabling collaboration and group work: Enter the pair square.

Everyone can see

Organising desks so that everyone can see you and the board/screen is essential. When we trialled this with year 1s last year we saw a huge drop in off-task behaviour. And the surprising finding was that the students preferred being at their desks. They would ask for more time at their tables, and would let out an emphatic “Yesss” when it is was time to sit at their desks. With students facing the front of the classroom, you can minimise visual distractions, and encourage their focus forwards. I cannot recommend this enough. Tip: Put your neediest (and shortest) kids closer to the front.

Everyone can hear

It’s important to make sure you set your screen/board up so that it is close enough for students to hear you clearly from their desks as you teach. Setting tables too far away from the action zone increases the work for students to stay with you, and might mean some kids miss out on verbal or visual information.

If you are struggling with the layout, you can put your mat or sitting area at the back of the classroom, so the first row of desks is closer to the screen/board. If you need a screen for teaching on the mat, some schools have spare monitors you can use as a secondary screen. I have this set up in the Cognitorium, and it’s perfect for watching short videos, and looking at other visuals during short bursts of explicit teaching. This allows me to mix up time at desks with some floor time, and It gets more kids closer to me and the screen when at their tables.

Pair shares

Seating your students next to their partners (as suggested in my earlier post on pairing), is great for facilitating effective and efficient pair shares (turn and talks). It also means students are not seated far away from each other, and have a buddy to talk with in more social parts of lessons. I recommend wide enough gaps in between each pair to allow you to walk between. This allows you to do a side-by-side check in with any student by crouching down or bringing a chair. It can save oodles of time when you can get to any student in seconds, rather than walking around to the end of a row.

Pair Squares

Finally, the pair square. Each pair can be arranged into a corresponding pair behind them. So when it’s time to collaborate, you can give the signal: “Pair Square”, and the front pair can turn their chairs around to face the back pair, giving you an instant “cluster”. In each pair square, students are close and can hear each other perfectly, without shouting across two tables. Note: If you have odd numbers or non-multiples of four, group them into 3s or 5s as needed.

The Benefits

Pair Squares are the most exciting part of my classroom layout, as I have the flexibility to encourage focus by default, and collaboration and discussion at the right moments.

If you currently have clusters set up in your classroom, take note tomorrow how many times you have to remind students to focus, or stop talking. Facing students towards the front by default can cut these reminders right down, as the layout encourages then to focus on you.

Additional considerations

As I mentioned in my post on pairing, grouping students to have a range of levels can ensure opportunities for peer-to-peer learning. Placing your students thoughtfully into pairs can also reduce behavioural challenges.

My pair squares are also colour coded and are used as a tool for group camaraderie and positive behaviour support. Students can win points for their square, culminating in prizes at the end of the week. This has been a big motivator to demonstrate awareness of our new classroom routines as discussed last post.

Check out other Cognitorium posts

Combining intentional pairing, and routine building with pair squares could make winning combinations for your classroom.

Final thoughts

Now this is a controversial area, and teachers have strong opinions about their classroom layouts. I’m not advocating one singular approach. It’s important to have time for students to learn in different configurations, so I use a mix of time on the floor, time outside, and at desks. I sense it has made my first year students’ transition to school smoother, to have this structure and predictability at key parts of the day.

I’m not suggesting you go and rearrange your class right now, but if you are finding distraction and off-task behaviours are affecting your students’ learning, or if you’ve never tried rows, give pair squares a go.

ABOUT me

Dr Nathaniel Swain

I am a Teacher, Instructional Coach, Researcher and Writer. I am passionate about language, literacy and learning, and effective and engaging teaching for all students.

I teach a class of first year foundation students, in a space affectionately known as Dr Swain’s Cognitorium. I also work as Science of Learning Specialist in my school.

The pair square: A classroom layout that promotes learning