Flexible Seating
After years of experience making accommodations for students with special needs, I began to see the benefits these accommodations could have for all students. We all have different sensory and learning needs at different times. Several years ago, I started researching flexible seating for classrooms and loved what I learned about how beneficial it could be for students who have the opportunity to learn in environments that are conducive to collaboration, communication and sensory needs. Research shows that students seem happier and more engaged; they participate more and interact with others; and their overall performance improves. I approached my teammates and Mrs. Miller, our principal, with my hopeful plans for redesigning a classroom and got permission to put the theory into practice in one of our first grade classrooms. That one room has since expanded and most 1st grade classrooms now have flexible seating available to them thanks to classroom funds and community grants.
So what is it? Around the room, students meet in small collaborative groups using furniture that best meets their individual learning and sensory needs – standing, carpet squares, wiggle stools, T-stools, sitting spheres, Howda Hug seats and wiggle disks. Traditional seating is still available as well. These seating options meet a variety of sensory needs by encouraging a variety of movements and providing pressure sensations.
In addition to the seating options, I have a sensory tool box that has items in it to help students remain calm and focused throughout the year. There are small fidget toys to aide with concentration, stress balls for venting frustration, calming glitter jars and much more. However, in order for these tools to be effective, they must help a child focus and not distract a child from learning. I teach the children how to tell the difference between a tool and a toy and give them opportunities to use them as both.
All of these items aide students with managing their own behavior and focus. If something is effective, students are encouraged to use it. If something is distracting, students are encouraged to make different choices. Some students don't need anything at all. Also, students have opportunities throughout the day to use the different seating since different tasks may require different seating. Also, the seating is able to be used at tables/desks, at the meeting rug and all over the room -it's movable when needed!
Although the seating and tools in my room permit movement to help students learn, I have altered my schedule as well. Several years ago, I went to Mrs. Miller for special permission to add an additional recess time for my students. She agreed on a trial basis and it was an overwhelming success. I found that when students had the additional break in their schedule for movement and free exploration, their learning time actually increased.
With the ability to have extra time for play and to make choices for seating and using tools, there is the expectation of participation and accountability to do their best work. Students must demonstrate the ability to make wise choices that help them learn best or the freedom to choose will be taken from them temporarily and their extra play time could be limited. Students will be taught how to make wise choices and what wise choices look like. While they are learning, I will help them make wise choices.
So what is it? Around the room, students meet in small collaborative groups using furniture that best meets their individual learning and sensory needs – standing, carpet squares, wiggle stools, T-stools, sitting spheres, Howda Hug seats and wiggle disks. Traditional seating is still available as well. These seating options meet a variety of sensory needs by encouraging a variety of movements and providing pressure sensations.
In addition to the seating options, I have a sensory tool box that has items in it to help students remain calm and focused throughout the year. There are small fidget toys to aide with concentration, stress balls for venting frustration, calming glitter jars and much more. However, in order for these tools to be effective, they must help a child focus and not distract a child from learning. I teach the children how to tell the difference between a tool and a toy and give them opportunities to use them as both.
All of these items aide students with managing their own behavior and focus. If something is effective, students are encouraged to use it. If something is distracting, students are encouraged to make different choices. Some students don't need anything at all. Also, students have opportunities throughout the day to use the different seating since different tasks may require different seating. Also, the seating is able to be used at tables/desks, at the meeting rug and all over the room -it's movable when needed!
Although the seating and tools in my room permit movement to help students learn, I have altered my schedule as well. Several years ago, I went to Mrs. Miller for special permission to add an additional recess time for my students. She agreed on a trial basis and it was an overwhelming success. I found that when students had the additional break in their schedule for movement and free exploration, their learning time actually increased.
With the ability to have extra time for play and to make choices for seating and using tools, there is the expectation of participation and accountability to do their best work. Students must demonstrate the ability to make wise choices that help them learn best or the freedom to choose will be taken from them temporarily and their extra play time could be limited. Students will be taught how to make wise choices and what wise choices look like. While they are learning, I will help them make wise choices.