Blank Classroom Seating Charts
Tips and Strategies for Using A Blank Seating Chart for Students
Blank seating charts can be an effective and appealing way for managing classroom organization using a variety of colors and key codes.
Many teachers regard blank classroom seating charts primarily for classroom seating, simply getting to know the names of the students, or grouping the students. When done effectively, a blank classroom seating chart can represent a highly reliable means of classroom organization and management is a quick check for getting to know your students and learning abilities. Having a visual marker like a blank seating chart is also helpful when it comes time to do a quick check and a refresher for following-up on the next day's lesson.
Using a Blank Classroom Seating Chart
- Accountability. Students should be expected to conduct roles such as secretary, time keeper, leader when working in groups. Different color codes can be used to refer to different roles. (example: red = secretary, blue = time keeper, etc.) When a group fails to hand a presentation on time, you could put a star next to the group's name. Three stars could indicate a drop in the overall group's presentation grade.
- Write special notes beginning special theme lessons. Using a pencil or a colored pencil or marker, record who is in charge of which activity. For example if you are teaching a lesson plan on winter's theme, you can write; Rhonda, Suzanne, Claire = prepare a winter's game in the side margins.
- Recording student's performance for the given lesson using again, a key you prepare in advance. For instance: you can write: L = lateness, NW = didn't hand in work, D = discipline and so on. Not only is this procedure a time saver, but it is also very helpful as you get to know the names of your students. You can always transfer afterwards the information to your roll book as you see fit.
Other Uses for a Blank Seating Chart For Classrooms
You can also use the empty seating plan to rearrange students especially when discipline problems are on the rise. Sitting with simply the names of your students and a seating chart, start rearranging the names. Notice the pattern of the new seating chart. What is the same? What is different? Try it out for a week or two, putting an asterisk or any other recognizable sign that indicate that you may need to re-seat this particular student. Sometimes a seating plan however is not the answer and you may need to restructure another element of your lessons.
- If you can pick out language learning patterns that your students exhibit that can always be helpful when you group students according to a language learning styles and language learning tasks. For example, you can write V= visual learner or AU = audio learner. Always choose an operational key that is workable for meeting the needs of your classroom organization.
