Teachers’ Views on Flexible Seating in 2nd Grade

Abstract

In this interpretive qualitative case study, I observed, interviewed, and collected documents from three 2nd grade teachers at a suburban Tennessee school in order to provide insight into teachers’ use of flexible seating, and the way the seating arrangement impacts their classroom management and instruction. Theories, such as Glasser’s choice theory, proclaim that student success is enhanced when students share classroom responsibilities and make decisions about their own learning and behavior. Flexible seating is said to empower the child with some degree of control over their learning environment, while still enabling teachers to retain the role of classroom manager.