Flexible Seating Options

Why should I do it:

• Some students find sitting for extended periods of time difficult

• Small changes in position, view, or posture can freshen a student’s resolve, energy level, interest, and motivation

• Provides stimulus to increase focus, attention, and effort

• Helps reset some students by relieving nervous energy

• Provides breaks and changes in routine

When should I do it:

Adult Considerations

When I have reflected on the following questions and have modified my own behavior/expectations when needed:

• Is the behavior that I'm seeing developmentally appropriate, even if misaligned with the expectations?

• Were our classroom expectations created in community? Do they reflect the values of the students and their families?

• Is my personal bias impacting the way that I view this behavior?

• Am I regulated and able to respond to the student in a calm, supportive manner?

Student Considerations

• When you observe that a student appears to be: 

  1. • stuck or frustrated

     • losing motivation, effort, or interest in the task at hand

     • fidgety, antsy, or would benefit from a momentary break

     • in need of support to work or sustain focus for longer periods

     • toward the end of the period, task, or day and in need of a boost

     • in need of support to refocus

• In the middle of a long assignment, test, or quiz 

• To break up or chunk a longer task or activity

• When the class seems to need a change

How do I do it:

• Provide acceptable choices, like standing while working, sitting on feet, on their knees, or similar configurations

• Provide flexible seating options (e.g. wobble stool, seating disk, seat bands, etc.)

• Collaborate with the student to place tape around the perimeter of desk and show student that they can get up within the boundaries of the tape

• Allow the student to turn or rotate their desk or move their chair to another side of their desk

• Allow students kneel on the ground and use their seat top as a desk

• Allow students to lay on the floor near or under their desk and/or seat, utilizing the floor as a desk to work on

• Allow students to put their feet up on their desk tops while doing their work in their lap

• Allow students to use a high, flat surface to do work (e.g. a speaking podium or raised desk)

• Ensure there are clear boundaries for expected behavior and/or location while being flexible in considering individual student needs

  • Have students align their desks in a large circle. Students stand to work at their desk, and like above, when the teacher gives an indication or signal, students sidestep to the desk next to them to do the next problem. Rather than signaling to start a new problem at the next desk, the teacher can also signal every predetermined amount of time, like every 5 minutes for example.

  • To allow for additional movement, try having students do a problem, item, or question while standing at their desk, then give a signal to have students walk to a new desk to do the next problem or item. Continue to do this throughout the assignment to keep students moving, alert, and focused

Footnote:

The content from this page originated on PBISWorld.org. It has been modified and added to by our team to more align with PPS' asset-based, culturally responsive practices.