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Mathematics Room 8th Grade Junior Level

The instructional setting of a Grade 8 mathematics classroom should be one that enables students to learn in an environment free from congestion or high-traffic areas. In a mathematics classroom, that involves having carpet flooring rather than solid-sheet flooring, which one might find in a science classroom (Windle, 2005). Examples of high traffic areas include corridors, aisles between desks and areas containing multiple reference materials or computers for student use (Windle, 2005). Four key aspects of organizing a classroom to reduce high traffic are as follows: (1) Arrange the classroom in a manner that allows the teacher to see all students and table areas. (2) Arrange high traffic areas apart from each other, so they do not cause further congestion. (3) Ensure aisles in the classroom are wide and filled with open space. (4) Ensure desks are arranged in a way that allows quiet areas to be separate from high traffic areas and other desks with the potential for congestion (Marsh, 2004; Umich, n.d.).

Windle (2005) rationalizes the use of proper station set up and use of equipment and materials in the mathematics classroom because set-up has many effects; carpeting for example, reduces noise, which can help students concentrate more. In addition to mitigating noise, proper arrangement can create a "pleasing ambience" which makes the classroom seem less like an institution and more like an environment that welcomes students, one that encourages student participation and builds student self-esteem (Windle, 2005). When furniture and equipment is arranged correctly, providing ample opportunity for open space and wider isles, congestion is more easily avoided; traffic areas where congestion is high including places where children may sharpen their pencils or store materials, remain free from distraction so students are more encouraged to continuously move through these areas rather than remain static (Brophy, 1983:269).

Seating arrangements in the 8th grade mathematics classroom should be such that allow students to realize minimal visual or sound disturbances (one justification for the use of carpeting), and one that enables the instructor and teacher aide if one is available, to easily monitor students and address their needs (Brophy, 1983:266). Teachers and students alike must have the ability and the opportunity to move freely about, especially in high traffic areas, so congestion does not build to a level that causes distraction or frustration, whether from students or from teachers.

When teachers group desks in functional ways, according to activity, for example desks for high-activity or high traffic desks grouped separately from desks for test-taking, students are more likely to demonstrate superior behavior because their teachers (Brophy, 1983) can easily meet their instructional requirements (Marsh, 2004). The classroom arranged in a manner that reduces congestion produces an environment with more discipline, safety and respect, which is important especially among students at the 8th grade level and above, when students are more likely to demonstrate behaviors akin to their personality and interests. A mathematics classroom organized around function creates an environment that stimulates students to participate in learning, and concentrate on subject areas, particularly at the junior grade level (Marsh, 2004).