The organization of the class is very important since it is where the teaching-learning process is carried out. During our school experience, we have gone through multiple forms of organization, from the traditional individual desks to be seated in pairs or by groups.
Space is a significant tool in the socialization and educational process since it determines the interactions between students and the way of communication in the class. Also, it has to be a motivating element in this teaching-learning process. Moreover, make changes in classroom spaces can positively change students’ academic performance and behaviour. (Morcillo, 2015).
Hall (1959), (as quoted in Prada, 2010) said that some space conditions such as ventilation, noise, the position of the desk and the space between the students and the teacher have a positive or negative effect on communication and teaching.
The different types of organizations depend on the teacher’s methodology, learning style, subject or competence that you want to train with your students. There is also another factor to take into account which is the age of the children. Through our experience we know that in kindergarten and preschool education children are seated in groups. Then, in primary school we can find diverse forms of organization. For instance, my classmate Sara was sitted in U-shaped, María in group and later in pairs and Alba was sitted in pairs, like me.
As stated Morcillo (2015), we have to avoid the traditional organization in which children are seated in a row since it contributes to the individualism and the lack of dialogue. From our point of view, it would be better if children were seated in small groups, in a circle or in U-shape in order to promote communication between them. Besides, this is a great way of sharing ideas, make debates and improve the relationship between children and the teacher.
We also think it is very important that children work in groups since this help them to learn through a cooperative and social learning. Because of that, according to Prada (2010), cooperative work can not be done with children in rows looking at their necks but must be seen to share.
-Prada, E. (2010). Concepciones y prácticas de organización espaciotemporal y las actividades de enseñanza en el aula. Actualidades Pedagógicas, 55, 187-201. Retrieved from https://revistas.lasalle.edu.co/index.php/ap/article/view/867
-Morcillo, V. (2015). La acción educativa en el aula. Análisis de las variables que intervienen en la práctica : un estudio integrado. Retrieved from: https://dialnet.unirioja.es/servlet/tesis?codigo=54265