Blog Twenty-two - Frequency of Seating Chart Changes (Seating Charts Part 3)
A seating chart is an example of prolonged exposure of a student to their fellow peers. Seeing the same faces every class period builds a sense of consistency as the seating chart is meant to remain stable for a significant period of time, whether it be a few class periods or for the entire year. Having a defined seating chart allows students to sit next to peers who can inspire them or maybe classmates that they would not have worked with otherwise due to existing friendships. Having someone to develop ideas and discuss class concepts with can help with material comprehension. Also, hearing various perspectives can be useful for diversifying students’ systems of thinking, especially for a subject like mathematics, where one problem can have numerous solutions, each being valid and unique.
The question of how often to change a seating chart is one with no definite answer. This is because of a multitude of reasons, the biggest one being that every single classroom has its own unique dynamics and systems, along with the interpersonal relationships between each student and their peers. Pre-existing classroom dynamics should be considered in decisions like these since what works for one classroom may prove to be disastrous for another. Additionally, this type of question does not have a yes or no answer, as options range from changing the seating chart daily to never changing it.
It would be useful to look into what effects a seating chart change has on classrooms and how students respond to these changes, as well as examples of what teachers have that works for them logistically.
Keeping a seating chart consistent: When do teachers consider it “too long”? Tina Kay Jennings writes about how it will often be felt through intuition, with examples such as “when students seem to be tiring of their partnerships, becoming too comfortable, exhibiting signs of exclusivity with their partner” in her “4 Tips for Creating Seating Charts That Work.” The beneficial consistency of seating charts can often lead to students becoming uninspired when talking to the same person every day, so providing some variety may help. The seating chart may also become a problem when disruptive behavior, like excessive talking, starts to arise.
Changing the seating chart too frequently can also be disruptive, as it may prevent students from building meaningful connections and collaborative working relationships with their peers. Altering a seating chart, meaning moving students around, exposes them to new peers but also cuts off previous bonds formed between students. It may also make it more difficult for students to feel comfortable and settled in the classroom environment since they won’t have as much consistency to rely on. But, a seating chart change can also save students from a position where their neighboring peers are not helpful to their learning. Maybe they had previous rivalries, or their discussions were not healthy or academic. Free-riding in groups can take a toll on the mental health of some students and make them averse to collaboration as a whole. Peers not being conducive to learning also applies in a situation mentioned before where students may get along a little too well and frequently begin to get off track or have non-academic discussions.
Logistical issues can also come into play here, as abrupt transitions can disrupt ongoing long-term group projects, for example. Or, switching around the seating chart frequently may not be realistic for some teachers for numerous reasons.
Ultimately, the decision on how often to change a seating chart should be guided by the specific needs and dynamics of the classroom. The goal should be fostering an environment that supports student learning and engagement. In adulthood, students will likely encounter a variety of different types of people with a range of work ethics, sociability, and more.
