Cluster Seating

Building learning community

The focus on students taking responsibility for their actions was also evident in the ways learning experiences were constructed in the classrooms. Mrs. Yuyun continued to build relationships that were based around on control of the learning process. She valued students' ideas and encourage them to take an active role in making decisions about their learning. To what degree this occurs depends on many factors, not the least being the skills and age level of the students.

In these classrooms, the focus on respectful relationships and responsibility for learning form the basis for a more holistic focus on building a learning community of students and teachers working in interdependent learning relationships. Within

L., and Black, A. (1985), they found that cluster seating had a positive effect on social interaction and that more students were actively participating during class discussions. He also stated that common sense indicates that small clusters would heighten student interaction but might also limit teacher control and/or encourage social interactions that are not conducive to learning. According to Papalia (1994), cluster seating allows a student to participate in remedial activities, games and promotes peer assistance. Marx, A., Fuhrer, U., & Hartig, T., 2000) noted that cluster seating fostered an environment that allowed interact with one another because of their close proximity. Atherton (2005) discusses that cluster seating can foster an active and engaging learning environment.

Weinstein reported that it was not difficult to see why arrangements like circles and clusters would be superior to rows for activities like discussions. Having the students sit face-to-face promoted social interaction by providing opportunities for eye contact and non-verbal communication. Row formations, on the other hand, minimized social contact and helped to focus individuals on the tasks at hand (Weinstein, 1979). The majority of teachers regularly place struggling students close to their higher learning students, so that they can learn from each

His theoretical perspective of "positive behavior leadership' has influenced teachers' philosophy of both teaching and behavior management within the classroom context. Rogers' theory is based significantly upon the principle of rights, respects and relationships, with the aim of discipline directed towards enabling students to be accountable for their behavior choice, respecting the rights of others, and to build relationships with their peers (Edwards & Watts, 2008). The whole school management approach is also based upon the theoretical underpinnings of Rogers' model. It is their belief that it is essential to provide students with ample opportunity to develop and learn positive social skills that will allow them to participate as social and civic citizens within our society. Through grasping Rogers, behavior management theory, and the coping strategies embedded within, they feel that they will be heading their students in the right direction toward social and academic