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Slideshow: Classroom arrangement Classroom arrangement 
Traditional desk arrangement 
The physical arrangement of desks in a classroom can have a significant effect on student behavior. This 
slideshow depicts four classroom arrangements and explains the merits of each. In the traditional 
arrangement, desks are in straight rows facing the front of the classroom where the teacher typically stands 
or sits, making the best use of classroom space. Here, students cannot all see the faces of their classmates nor 
can the teacher see all of their faces. 
 
suited for cooperative or collaborative work, where a small group of students works independently of the rest 
of the class but the students within the group interact frequently with one another. 

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Small semi-circle arrangement 
This arrangement works well for direct instruction because it orients students toward a central focal point, 
but allows the teacher and students to easily see all faces at a glance. 
Horseshoe arrangement 
The horseshoe arrangement requires either a larger space or fewer numbers of students. Sometimes, a 
double-horseshoe can be used if there is space to nest one inside of the other. In this arrangement, the 
teacher, positioned at the opening of the horseshoe, can see all students well, although some students may 
not be able to see all of their classmates as well. Return to the article “Managing and Improving Behavior in 
Inclusive Educational Environments.” 
Photographs depict four different classroom arrangements and discuss the merits of each. 
For large-group, teacher-directed instruction and related activities, traditional rows facing the front of the 
room with the teacher’s desk in the center-front are suitable. One side effect to avoid in this type of space 
arrangement in the classroom, however, is the “action zone” where the students in the front center of the 
room participate the most.
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 All classroom space arrangements must allow for every student in any position 
of the room to be equally able to interact frequently with the teacher. 
For discussions where the instructor wants the students to feel comfortable in participating in the dialogue, a 
semi-circular student desk arrangement with the teacher in the center is appropriate. With this type of seating 
format the teacher has direct or peripheral view of each member of the class, can make easy eye contact with 
everyone, and can encourage all students to participate. Teachers should also try to keep adequate space 
around each student desk to reduce density. Space density in instructional settings has been shown to be 
associated with student dissatisfaction, increased aggressiveness, and off-task behavior. 
Another seating arrangement that can be used in the classroom that is ideal for cooperative group activities is 
sometimes called the “two-square” module. Four student desks are arranged where all four members of the 
cluster face each other, and a class of twenty-four students, for example, would be arranged into six four-
member small groups. This arrangement is ideal for learning tasks where students are working in a 
cooperative set, and where each student contributes to the end product of the group. The cooperative 
grouping physical arrangement of desks in a classroom has been shown to positively affect students’ social 
learning and concern for others. When students are forced to work together in a cooperative group, however, 
the noise level is likely to increase from students chatting with each other while working, and small group 
leadership power struggles may result in which students jockey for position. Moreover, in order to enhance 
harmony in the classroom, the teacher may have to rearrange the groups from time to time so that the right 
mixture of students in each group is guaranteed.
The wise and effective instructor uses the available classroom space to his or her instructional advantage. If 
available, teachers should also not hesitate to use solutions including: 

movable partitions to separate areas of the classroom if they assist in quality of instruction 

different teaching stations around the room to provide variety in lesson activities 

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
separate materials and activity stations that assist in keeping the room organized 
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bulletin boards to publicize student work, daily schedules, and classroom rules (see below) that all 
should follow