DISCUSION DE LOS HALLAZGOS

Advance organisation of the physical environment is of fundamental importance. It sets the stage and creates the framework for a positive classroom ecosystem. Physical setting creates a set of expectations about socially accepted behavioural repertoires and has a powerful influence on behaviour, attitudes and expectations. (Arthur-Kelly et al., 2007:124). Aspects to consider with regard to establishing a constructive physical environment in order for teaching and learning to take place owing to the prevalence of positive discipline include functional room design and the

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arranging of seats in such a way that the facilitation of the learning process is optimised. These two aspects are discussed next.

2.7.1 Room design

A purposeful classroom arrangement supports, rather than hinders, learning and positive behaviour. When arranging a classroom, teachers need to consider the use of space, the materials needed, the age and level of learners (Simonsen et al., 2008:3). It was found that the physical space of learning-centred classroom environments are arranged to facilitate collaboration (Evertson & Neal, 2006:5).

The following need to be taken into consideration when designing the room (Savage & Savage, 2010:76):

a) The action zone

The action zone is the “T” from the primary teaching position. Learners’ sitting in this area tend to participate in the class more, stay on-task longer, attain higher achievement and develop positive attitudes towards the lesson. Learners with low esteem may be assigned seats in the action zone where they are monitored closely, called upon more frequently, and provided with opportunities to interact more with the teacher. Learner success is increased in these conditions (Savage & Savage, 2010:72, 73).

b) The teacher’s desk

An important consideration in the arrangement of physical space is to place the teacher’s desk in an unobtrusive spot. This arrangement impacts on teacher behaviour and influences traffic patterns. The traditional front and centre location stops learners from observing and becoming easily distracted at what is happening at the table (Savage & Savage, 2010:75).

54 c) Teacher movement

A poorly designed classroom environment interferes with teacher movement. Teacher movement should be taken into consideration when designing the physical space thus allowing the teacher to be at the learner’s desk in a matter of a few seconds. The two motives for providing assistance to learners quickly and unobtrusively are to get to the problem before it spreads and to provide instant assistance to the learner (Savage & Savage, 2010:76).

d) Activity boundaries

Learners benefit intensely by clearly demarcating activity boundaries in the design plan. By identifying boundaries for different activities such as independent work, group work, and small- group discussion, helps learners to feel a sense of security and assists them in maintaining self- control. These clearly delineated boundaries remind learners of the type of behaviour that is appropriate for the different activities. In addition, changing the shape of the classroom serves to promote sensory stimulation by making the room different from other classrooms (Savage & Savage, 2010:76).

Regardless of the level of structure best suited to a group of learners, classrooms must be arranged to allow easy movement around the room. Walkways and high-traffic areas must be clear, open, and deliberately kept in mind when arranging the classroom (Savage & Savage, 2010:76). Trussell (2008:181) reports that teachers need to bear the ‘bump factor’ in mind. Learners need enough space to move about the room to access materials without bumping into peers and classroom items.

Another factor that needs to be taken into consideration when designing the classroom is high density. This element decreases the amount of privacy for learners and increases opportunities for social interaction resulting in anxiety and interpersonal conflict. The feeling of crowdedness can be overcome by moving objects such as filing cabinets and desks around, or creating small group work areas (Savage & Savage, 2010:71).

55 2.7.2 Facilitative seating arrangements

The floor plans adopted by teachers differ significantly. Hence, they reflect the preferred teaching style or that the seating arrangement is modified according to the teacher’s approach. The seating arrangement and use of classroom space by teachers leads to specific meaning. In other words, the classroom’s physical environment communicates nonverbal cues. For example, a large teacher’s desk between teacher and learners communicates distance and formality. The tables’ layout communicates intensity of interaction between teacher and learners, and among learners (Sztejnberg, 2006:491).

Seating arrangements and learner’s location are two important ecological variables within classroom spaces. The seating positions are useful clues in predicting learners’ personal characteristics; for example, participation in class, verbal interaction, learners’ question-asking. Apart from giving learners a sense of appreciation and belonging, it also promotes social interaction and pro-social behaviour. Desks are arranged to promote collaborative learning. This involves learners working together on activities, sharing materials, having small group discussions, and helping each other with assignments (Sturz, Kleiner & Fernandez, 2005:59).

The three basic seating arrangements most commonly used in classrooms are rows, clusters, and circular or semi-circular patterns. Each of these seating arrangements has a differing effect on communication in the classroom (Sztejnberg, 2006:506). In the teacher-centred situation, the classroom space is usually arranged in rows and columns of tables or chairs facing a blackboard with the teacher’s desk in front of the classroom. It has been established that learners who are most willing to communicate tend to sit in front and centre of the class (Cooper & Simonds, 2003:94). In a learner-centred approach, the classroom arrangement permits learners to work together. Apart from this arrangement promoting teacher-learner interaction, it is also useful for listening, note-taking and lecturing (Richmond & McCroskey, 2000:300).

Constructive use of space makes a classroom more conducive to learning and evokes a more positive climate. Furthermore, the manner in which learners’ seats is arranged influences learner

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behaviour, classroom participation and learner attitude (Savage & Savage, 2010:68). The different types of seating arrangements will be discussed next.

a) Rows

A typical arrangement of the physical environment is arranging desks in rows. This type of desk organisation not only limits learner-to-learner interaction, but also leads to high on-task movement and less disruptive talk. In addition, enhanced listening and independent work is facilitated. Teachers find that the row arrangement is easier for them to monitor and help maintain classroom control (Savage & Savage, 2010:69).

b) Circular seating patterns

A circular seating arrangement increases learner-attending behaviour and verbal participation. Studies identify higher incidents of out-of-turn responses by learners seated in a circle (Savage & Savage, 2010:70).

c) Cluster arrangements

Clustered arrangements are most commonly used in cooperative learning. Learners who have a high degree of self-control are grouped into clusters for a large portion of the day. It has been observed that learners who are seated in cluster arrangements demonstrate order in taking turns while still maintaining a high percentage of on-task verbal behaviour. Those learners who lack self-control are arranged in rows so that the possibilities of social interaction are limited (Savage & Savage, 2010:70).

d) Modular or horseshoe arrangement

The horseshoe configuration increases learner-learner interaction, whilst the modular arrangement maximises the learner-learner interaction. The horseshoe is useful for classroom discussions, while modular seating is best for group interaction. Research has revealed that

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learners prefer the traditional arrangement over the horseshoe and modular configuration for compulsory subjects. For optional courses learners prefer horseshoe and modular configurations over the straight row arrangement (Sztejnberg, 2006:492).

Irrespective of which seating arrangement teachers choose for their own teaching (traditional, modular, horseshoe, circular or another), it must be kept in mind that many conditions ensure learners’ success in learning. These include the belief that all learners can learn; that learning must be active, not passive; that learners must be allowed to work together and instruction must address many different learning styles (Brown, 2003:100,104).