A Journey to Flexibility and Freedom in the Classroom

School was definitely a love-hate relationship for me growing up. I loved learning, I was a sponge reading every book I could get my hand on- I usually won every read-a-thon or book challenge. I also, was resilient in my opinions and ideas, which often got me in trouble because when most students accepted every word said in school, I questioned them. I was a true scientist looking for evidence even at a young age. This resulted in my placement in the back of the room on more then one occasion, easier to ignore me I suppose. Throughout my elementary school years, I attended Catholic School. I know that they are often the pillar of educational institutions and that some of the best teachers are now working in their halls, but when I was growing up, in a time far far away, it was a place of rows, lots of rows, and books opened and reading, taking detailed notes, instructors talking for long periods of time or sitting behind their desks while students quietly completed assignments. We never had collaborative work, ever, that was considered cheating. Flexible seating would have been cursed right out of any classroom, as rows, facing forward and silence was the expectation. I remember the only time I had a chance to talk to the few friends I had was at recess and quietly at lunch only after I had finished eating. Talking and eating was considered unsafe. Looking back and reflecting on my childhood always brings up a few more of these memories, I thought all schools were like this. Regimented, uniform, for lack of a better word boring. Very very un-engaging and lonely. The good thing to come out of this experience however, was the shear relentless determination that I would be a teacher and that my classroom would not be like the ones I grew up in. 

I had wanted to be a teacher as early as I can remember, setting up all my dolls and stuffed animals at the end of my bed and teaching them science, art, music even a little history. It was ingrained in me at an early age, I had some setbacks but eventually in high-school, I saw different styles of teaching, various behavior management strategies, but again most of the time, students were in rows and sometimes during a debate, circles. But we were definitely assigned seats, we just moved our desks where we were instructed to. I remember even as a child, playing school with my toys I moved the dolls and animals in various locations where I felt they could see best or where their friends were and I made sure they were comfortable. I never understood why assigned seats were mandatory. What if that seat was under too much light, near a vent that caused you to be cold or hot? Maybe you did better in the front of the room because it helped you stay focused or the back of the room because that is where you felt most comfortable. In every class I entered, I was always looking around the room and counting the last names with A-I to see where my desk might be. I was usually in the back and being a student with Dyslexia this was the worst place you could seat me.

My first year of teaching, sad to say, I used rows. I had come to these classes six weeks into the year after a teacher retired. Her parting words to me "these students are so bad they made me retire early, after six weeks I am simply too tired to continue." Talk about frightening. My first year of teaching was, stepping into a rough, urban school, six weeks in. I was terrified. So yes, rows and in alphabetical ordered it was, at least for a little while. I wish I could say things settled down quickly and they loved me. But, alas nope. They hated me. Their former teacher "let us sit where we wanted." No she didn't. But what I found out very very quickly was that she simply had no behavior management and they knew it. No wonder they stressed her into retirement. Unfortunately though, being a first year teacher, I was ill-equipped to handle this in any other way but to get them calm and somewhat on task. I finished the first semester exhausted and frustrated and had long nights of tears. I also taught science and ELA to the students who never came to class, were involved in local gangs and simply thought education was a waste of time. Flexible seating was not in the cards for my first year. I look back now with some regret that I was not more prepared during college to be able to take on such a challenging class- but all my students passed ELA and science. We eventually formed a mutual respect, and I believe the tight, regimented structure was necessary for this to happen.

The years got easier and my third year I had taken all the GT courses, two years worth and moved into teaching GT science classes for 7th and 8th grade at the same school. This was the first time I started experimenting with flexible seating. I will admit I set up my tables in new ways, I let my students move about on occasion but I still had an assigned home-base for them. I hadn't begun to trust myself or my management style yet. Yet being the operative word. My management style would not come to fruition until several years later, in a new school. Here, I teased my students with some flexible arrangements and let them choose where to sit during part of the class. I had tables in different configurations, rows were totally gone and students began to take on more of the roles in the classroom. I was beginning to let go and let them take the lead. But, my principal was a firm believer in data and standardized test scores, thus it was a few more years before all my student-centered curriculum would fall into place. This was merely the peek into my future I needed so when I moved from Georgia to Texas and was blessed to have such a forward thinking principal, I could delve into what is now the embodiment of my teaching style: flexible seating, student-driven lessons, student-led assessments and a focus on growth and learning NOT grades or test scores. As long as my students were exceeding expectations and the data was supporting my classroom model then I could venture down very different and creative paths.

Flexible seating to many seems like a crazy idea. Not the design of the tables and desks, but that students can sit where they want and move about the room, fluidity, malleability and elasticity. For some students, not a lot though, this amount of independence can cause them to well lets say, get creative and off-task. But, over the years I have begun to recognize when and where this behavior will occur. I definitely have strategies in place early on to maintain a free yet effective classroom. So the first two weeks of school is all about modeling and slowly incorporating the freedom into the classroom. We set up our community goals and expectations together. I ask my students "What guidelines and strategies do we need to have in place so you can be mobile and independent but do not disturb anyone else's learning." They write far more intricate goals then I ever would. But in the end we have one main goal. "We are here to learn in a way that bests supports our independence and learning style. We will not disturb those around us nor lose sight that we are here to teach ourselves science." My students wrote this. 7th graders are awesome. I have one rule "If I disturb, get off task, display any inappropriate behavior I will lose my right to move about the room and enjoy the independence given to me in this classroom, I will also lose the right to sit near my friends in the future." It works I have never had anyone lose their right for flexible seating.

When I am talking to the class as a whole, they are stationary. During assessments, reading or writing activities they are not allowed to get up and move. But, during brain-breaks and transitions, makerspace activities the class is very fluid and students are moving about the room. During labs they can choose where to conduct their experiment but they have to stay at their table throughout the activity. I never assign groups or teams except remediation or enrichment circles and only if they do not make the appropriate choice, although more often then not they do. Flexible seating is more then standing desks, round tables, science tables, cushions, rugs, stools. It is about a frame of mind. If students feel in control of their learning space, if they feel independent and free to take-risks, fail fast, and grow together, they will embrace any seating arrangement you put them in. When they feel like they can move about, find their nook or cranny where they feel comfortable and safe to explore and learn they will take the time to discover it and use it daily. Students after a few weeks choose the spot they feel is a good fit for them. I have seen groups of friends separate in class because some want to stand while others want to sit. It is not always about being social, they are 7th graders yes so that plays a part, but I see many times students move to a location where they can get their work done, where they are comfortable and focused. Give students flexible seating and believe it or not they ease into it and take advantage of it, not as a way to chat with their friends but as a way for them personally to learn and excel.