A traditional row class design places desks front to back, lined up in straight rows with a small isle between each row. This design focuses student attention on the instructor, while providing an ideal environment for examinations and individual work. Unfortunately, the traditional row design limits students’ ability to work together on group projects or to discuss the lesson with each other. This design is optimal for classes where teachers want to limit student discussion, such as a math class or a class in which students tend to lose focus when encouraged to interact.
The “U” shaped classroom arrangement places desks side to side in a large “U” pattern in the class, allowing students to see each other and to see the instructor when she steps into the “U.” This design encourages group discussion as students can see and interact with each other, but it also allows the instructor to remain the central feature. The instructor can move freely through the space in the center while assisting students and presenting projects and homework assignments clearly. Unfortunately, the “U” design requires considerable classroom space and may not be possible for classes with too many students. Additionally, the design provides few isles for movement around the classroom.
Clustered desk arrangements place groups of desks together while keeping students facing either towards the front of the room or the sides of the room, ensuring students can turn slightly to see the instructor. This design encourages group projects and discussion as students desks are directly touching. Unfortunately, this design is uncomfortable for students who must sit sideways in seats to see the instructor, limiting its use for lecture classes. This design is optimal for classes where teachers want to encourage group work as the central theme of the class.
Sectioned classrooms divide seats in groups of three for four, placing each section in side to side rows in the classroom. This design is similar to the traditional rows design, except that it establishes a few clear isles in the room and separates students into three of four distinct groups. The sectioned design provides easy movement for students in the room while providing more opportunities for discussion than the traditional row design. Unfortunately, students can identify themselves by their section, contributing to class discussion only as much as others in the section contribute. This design is optimal for classes where mobility and teacher focus are important.