Ask Dr. Lennie

Marco’s “Ask Dr. Lennie” Q&A

Ask Dr. Lennie features insights from Dr. Lennie Scott-Webber, Ph.D., Marco’s Education Consultant and a recognized leader in educational design research. Drawing on decades of academic and industry experience, she shares practical guidance on how furniture and space decisions influence learning outcomes.

Dear Dr. Lennie,

I teach first grade in California, and I’d love to give my students more say in where they sit and how they work. Some seem happier on the floor, others prefer a table, and a few need a quieter spot.

But with six- and seven-year-olds, I worry that letting them choose will turn into sitting with friends, switching places all morning, or arguing over a favorite seat. Are they too young for this? How can I introduce it without spending more time managing seating than teaching? And what should I look for to know whether it’s actually helping them learn?

— Kristin Carter, First-Grade Teacher
Sacramento, California

Dear Kristin.

Thanks so much for this important question. I think your ideas about ‘giving your students more autonomy’ is exactly
what they need – permission. In your description of their ’needs’, you indicate floor, table, and quiet spots.

1. A little choice can give learners room to find their focus.

If your learning place has these, then that is great. Now it comes down to aligning expectations with permission. That next step is probably something you already do – help them learn about classroom management and behaviors.

Permission is a privilege. Privileges come with expectation, and responsibilities. I like to offer to have your learners help craft what these should be. In that crafting, it makes each and everyone ‘own’ that responsibility and they buy into that protocol much easier. Then, once you implement do it on a trial basis. Use it as a project maybe.

Then, once you implement do it on a trial basis. Use it as a project maybe. Asking students who are using that privilege [which could come with or without permission – maybe the without becomes part of the new norm], and see what they like, what they learned, and why it might be important to keep.

Being able to use the ’tool’s in the room to be able to do one’s best work just makes sense. But learners need to have that permission. Making it part of your approach welcomes that opportunity.

Hoping you find this response helpful?

Dr. Lennie

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