How does offering flexible seating in a first grade classroom impact self-directed learning and engagement?

Seminar Title

How does offering flexible seating in a first grade classroom impact self-directed learning and engagement?

Motivation

1st Grade

1st Grade

Mathematics

All Disciplines

Do you find yourself giving many reminders to students during independent work time? My research and implementation of flexible seating in my first grade classroom has been exciting and motivating, as I’ve watched students learn where and how they learn best. I’ve implemented flexible seating during the independent rotation of Guided Math, and have noticed an increase in on task behavior. I find myself giving less reminders to students, and they are able to get started in their own space and in a seating option that they chose. My main concepts are self- directed learning, motivation, engagement and relationships, which have all contributed to the successful implementation of flexible seating. If you are looking for an opportunity to share and offer strategies to drive engagement and motivation during independent work, this is the session for you!

The question guiding my research is: how does offering choices during guided math promote self-directed learning in first grade? I implemented choices by offering four different flexible seating options; scoop rocker chair, lap desk, seat cushion, or a desk, for students to choose from each day for the independent rotation of guided math. A detailed review of literature offered that in order to gain student engagement, I needed to build strong relationships with students. Since the beginning of the year, I worked relationship building into as many parts of our day as possible. Students needed to feel comfortable opening up to me, as well as working with a variety of students in their classroom. In addition, motivation was a concept that I researched thoroughly, as I wanted to see how the classroom environment affects motivation. I used several different data collection methods, including tracking six students to determine which flexible seating option they chose each day, and if it correlated with an on or off task behavior. Through my research, I have learned why students need to be motivated by themselves in order to learn. I’ve noticed that students are more engaged during their independent work time, and finish the work that I assign each day. I find that most of my students were so motivated by flexible seating during guided math, that I also introduced it during their independent rotation of guided reading as well. My research has proven that students can be self-directed learners and complete their work if they have choice in where they sit in order to complete their work. As a result of seeing an increase in student engagement and motivation in guided math, I will continue use flexible seating throughout the year in additional subject areas beyond guided math. My students are excited to find their own space to complete their work, and they have enjoyed sharing their successes with our class and their families.