Can U-shaped seating in metro schools impact how learners learn and relate?

Tamil Nadu is experiencing a subtle but forceful transformation within the walls of schools. The state government's program of introducing U-shaped classrooms is being viewed by educational stalwarts as a game-changer in making learning inclusive, participative, and interactive for students. The new seating arrangement is not merely where the kids sit; it's about changing the manner in which they communicate, collaborate, and learn.

But consider implementing this design on a large scale in India's urban states across schools. It's expected to significantly cut down on classroom hierarchies, improve collaboration, and make the cities' schools more accessible to children who have more demanding academic backgrounds. Its large-scale implementation would change not only the way students are educated but how they interact, exchange ideas, and gain confidence in some of the nation's most stressful and diversified classrooms.

A REDEFINING DESIGN

“When you change the way kids sit together you change the way they connect, collaborate and learn,” says Ajay Singh, principal, The Scindia School. “Tamil Nadu’s U-shaped classrooms drive home the point forcefully that merely tweaking the organisation of classroom space in minimal ways can do much to render learning more open, inclusive and less soporific. Instead of looking at the backs of other students’ heads, students can look at each other’s faces, share ideas more easily, and be part of a community of learners. This structure leads to self-assurance, discourse and mutual trust and these are values as important as academic achievement."

In the bigger picture, he goes on, "Today we are living the Industry 5.0 era, yet the classrooms typically still quite resemble those of over a hundred years ago. It is time that we liberated design so as to make space for more engaging environments for students to reflect, invent, and problem-solve."

BREAKING AWAY FROM OLD HIERARCHIES

The innovation is a refreshing change from conventional adjectives "front-benchers" and "backbenchers." Dr. Manimekalai Mohan, Founder & Managing Trustee, SSVM Institutions, Coimbatore highlights the extent of this innovation.

"Tamil Nadu government's fresh bid to redefine classrooms is the most worthy. It is a humongous change towards collaborative learning and inclusivity. In the new arrangement, 'first benchers' and 'last benchers' are a relic of the past. There is emphasis on collaborative learning, where each child is observed, listened to, and encouraged to learn."

She also finds that the U-shape is specially suited to expressive subjects such as drama or dance, when all students gain from obstruction-free sight lines and more participation. 

EVERY CHILD IS A FRONT-BENCHER

U-shape planning is a favorite with Harish Sanduja, Director, Schools and IT, Jaipuria Group of Educational Institutions.

"Classroom orientation has a direct influence on students' learning experience and outcomes. The didactic mode of teaching-oriented row seating orientation in classrooms previously was conducive to the culture of backbenchers or the falling-behind students. Tamil Nadu's attempt to acquaint the classroom with U-shaped seating orientation is a move towards better student participation."

"It's a way of making all the children front-benchers and ending the old pecking order where the backbenchers were the losers. All the children get equal attention from one teacher. The students can make eye contact with not only the teacher but also with their peers. The U-shape allows the students to feel part of their peer group and encourages higher participation and learning from peers. It's something that can be replicated."

A STEP TOWARDS PARTICIPATORY AND DIALOGIC LEARNING

Calling the transformation "quiet" and "revolutionary" in turn, Modern Public School, Shalimar Bagh's Principal, Dr. Alka Kapur finds the layout to be as pedagogical as it is.

"Middle school U-shaped classroom planning is perhaps the most conservative but revolutionary move towards participatory, inclusive, and dynamic pedagogy. The teacher is positioned at the center of the new structure so that all the students are equitably seen and heard. The structure places physical and symbolic exclusion of frontbenchers and backbenchers in the past by eliminating them."

She observes, nonetheless, that the success of all such reforms shall largely hinge on increased teacher education and infrastructure. "Redesigning seating cannot result in an improvement if the teachers are not prepared for facilitatory pedagogic practices. Besides, the attempt would be challenging to be fitted into small class-strengths in schools as space cannot be increased. Generally, this shift from rows to semicircles can enhance learning environment in Indian classrooms, and the shift from monologic teaching to dialogic learning will experience an enhancement in standards of quality, particularly in government schools."

MODEL FOR THE FUTURE

All of these voices are calling to us as one: the U-shaped classrooms of Tamil Nadu are so much more than a new seating arrangement; they are an effort at a culture of equity, participation, and innovation in schools. If used in city-states and at the state level, it would be a model for the entire country, whereby each child, regardless of where he or she is seated, will get an opportunity to be seen, to be heard, and to be able to learn