Element
Arrangement of Furniture and
Use of Physical Resources
Description
Accomplished teachers use physical resources, such as electronic and audio/video equipment,
skillfully and ensure that the furniture arrangement is conducive to the activities planned for the
lesson.
A Closer Look
Domain 2
To help you recognize the subtle differences between the higher levels of performance for this element, note the keywords emphasized in the descriptions and review the
activities common to those levels.
PROFICIENT
The teacher uses physical resources skillfully, and the furniture arrangement is a resource for
learning activities.
At the proficient level of performance, teaching practices may include the following types
of activities:
• The physical resources, such as flip charts, overhead projection devices, computers, and
DVD players, are easily accessible and do not obstruct movement.
• Teacher has color-coded tape on the floor to designate furniture placement based on
instruction. For example, yellow tape is the placement for small-group work, red tape
for whole-group instruction, and blue tape for class discussion.
• Teacher arranges desks or tables to be free to readily monitor and assist each student.
• Teacher arranges the room so that students can easily form pairs, triads, and small
groups.
• Teacher has established clear traffic patterns that connect the learning areas of the room
so that students don’t have to walk through one area to get to another.
• Vertical space, such as file cabinets, wall dividers, and moveable cabinets, display student work.
• Quiet areas of the room are separate from active areas to minimize distractions.
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Implementing the Framework for Teaching | The Classroom Environment | Component 2e
Arrangement of Furniture and Use of Physical Resources
DISTINGUISHED
Both the teacher and students use physical resources easily and skillfully, and students adjust the
furniture to advance their learning.
At the distinguished level of performance, teaching practices may include the following
types of activities:
• Students move furniture, as appropriate, to aid instruction and learning.
• Students arrange the classroom according to the type of instruction noted on the
board, following color-coded tape on the floor.
• Students move chairs into pairs, triads, and small groups as necessary for learning.
• Students have input into the traffic patterns and point out areas that might disturb
their learning.
• Students have their own designated areas where they choose the work that will be
displayed.
• Students have input into the location of areas for quiet and activity and contribute to those
areas with their own resources.
Domain 2
The tools that follow will help you explore how to put the activities of these high levels of
performance into practice in your classroom.
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Implementing the Framework for Teaching | The Classroom Environment | Component 2e
Arrangement of Furniture and Use of Physical Resources
Element Reflection
Teacher tool
__ Student tool
Domain 2
1. Describe how your different furniture arrangements contribute to the types of learning activities you use.
2. How can you teach your students to contribute to the classroom arrangement?
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Implementing the Framework for Teaching | The Classroom Environment | Component 2e
Arrangement of Furniture and Use of Physical Resources
Designing Your Classroom
Teacher tool
__ Student tool
ARRANGEMENT 1: DESK CLUSTERS
• For whole-group instruction, students all face forward.
• For pair-sharing, students can easily turn to their neighbors.
• For table sharing, the two students in the front turn to form a group with the two in
the back. Note: If students worked at tables, the process would be even easier.
Domain 2
ARRANGEMENT 2: TABLE GROUPS
• For whole-group instruction, modeling, or projection, students simply look over their
shoulders to the front of the room.
• For group work, students can easily turn back to the table for eye-to-eye contact.
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Implementing the Framework for Teaching | The Classroom Environment | Component 2e
Arrangement of Furniture and Use of Physical Resources
ARRANGEMENT 3: DOUBLE HORSESHOE
Domain 2
• For whole-group discussion, students can face forward.
• For small-group discussion, students can turn to their classmates on the back
horseshoe.
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Implementing the Framework for Teaching | The Classroom Environment | Component 2e
Arrangement of Furniture and Use of Physical Resources
Use the space below to draw your classroom. Consider both the physical resources and furniture arrangement as you set up your room. You will probably want to make several different
arrangements for varying learning patterns.
Domain 2
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