I’m thinking ahead to how I will organize my classroom next year. Could you share some thoughts or resources? For example, should I let students choose where they sit each day or have a seating chart? Should I keep the desks separate or arrange them in groups? As a beginning teacher I want to do what’s effective.
—Jerry, Connecticut
Think back to a college class or multi-day professional development activity. After the first day or two, didn’t people tend to sit in the same place for the rest of the time? It seems that we like the routine of being in a familiar place with familiar people. Some of us like to be near a window or in the front of the room. The same will be true for students in your classroom.
I personally like to have a set seating chart at the beginning of the year. It helped me to learn the names of 150+ students, and it reduced some of the drama that occurs between middle school students. As they worked in their assigned groups, I could observe them interact and learn more about their strengths and challenges: who were the leaders, the slackers, the thinkers, the doers, the organizers, and the creators; which students needed closer supervision; and which students were struggling with the activities. Later on, we changed the arrangements with more input from the students. I had my input, too, based on my observations.
Whether you make a chart or allow students to choose their places, there are students (such as those with learning disabilities or visual/hearing conditions) who will need to be in specific places in order to participate in class activities, according to their Individualized Education Programs (IEPs). Students with assistive devices may need to be near electrical outlets. And you’ll find a few students who will stay focused better under your watchful eye. So even a well-laid plan will have to be modified.
The NSTA Learning Center has an extensive forum thread on the topic Seating Charts.
In terms of arranging the desks or tables, the type of task the students are doing should be the determining factor: working in teams, pairs, or independently. As you set up routines, students should learn to transition between activities efficiently. In a science classroom, safety is a concern, too, in terms of keeping aisles clear of backpacks or cords, and safety equipment accessible. If your classroom lessons include electronic technology such as tablets, laptops, smartphones, or calculators, students will need to be able to keep them charged.
Several Ms. Mentor columns from NSTA Reports/NSTA Blogs have discussed the topic:

• Classroom seating arrangements. I am trying to decide how to arrange my classroom with 22–27 chemistry students per class. Last year, my desks were arranged in the traditional manner: rows with an aisle. This year I’m thinking of setting the desks up in pods of four or in pairs. Do you have any advice on desk arrangements?

• Arranging a science classroom. I’m student teaching now at an elementary school, and I want to emphasize science. In the classrooms I observe, I see many different layouts and arrangements, but what is the best way to organize a classroom? When I get my own classroom, where do I start?

Several other educator blogs have addressed the issue:

• Does seat placement affect student scores? An educator describes the results of a study on seating assignments and achievement and shares his thoughts on the topic.

• Three reasons I was wrong about tables. A middle/high school math teacher shares her experiences with rearranging desks into tables. The comments are interesting, too.

There are a lot of variables in organizing a classroom: the subject area, the age or experience level of the students, the type of learning activities, the size of the classroom, the availability of resources and utilities, safety concerns, and even the time of day. The best way to determine if your plans are effective is to try them. Document which plans work and which ones didn’t (and why).