Student Interviews
Data Collection
In order to monitor student perspectives during the study, I conducted student interviews during the fourth week of the study. The questions were designed to specifically target student attitudes regarding flexible seating and its implementation in my classroom. Students were taken to a separate office and interviewed by another employee so not to pressure the student to answer favorably. Under the following questions, I included some highlighted quotes that I felt represented the group's collective responses as well as an analysis of the impact this had in the classroom.
Data Analysis of Interviews
1) How did the seating impact your learning this semester?
“It really impacted how I was able to open up my mind and actually be in a comfortable environment without the struggle of being uncomfortable in a classroom and closing myself off.”
“I wasn’t as bored as usual. I wasn’t sleeping because I was able to be comfortable and learn.”
“Being comfortable made it a lot easier to pay attention because I did not have to worry about, ‘Does this position hurt my ankle?’ or ‘This sitting position hurts.’”
The main focus of responses to question one were that of comfort. Many students saw or found value in having comfort in seating. They were also able to reflect that the more comfortable they were, the more they were able to focus. This data brought to my attention the importance of comfort. The pre-test data showed that comfort itself was a fairly low priority of the students. The response from this question led me to believe that the priority of the students will change to be more impactful. I had not initially highlighted the data over their response on the pre-survey but seeing this consistant theme in the students' responses led me to revisit this point and reevaluate the importance of this point.
2) How did you choose to utilize flexible seating? Desks? Floor chairs? Comfortable chairs at a table? Why?
“I like to use the soft chairs because it’s more comfortable and helps me focus. I chose to sit at a table so I can still write.”
“I’m sitting at a plastic chair at a table because that's what I’m used to. Mostly because after all of the years that is what I am comfortable with. I choose to sit in the back of the room and it is easier to see because the students in the front are on the floor.”
“I chose the floor because I like to be in a more comfortable position because if I am looking up I feel that I am less likely to fall asleep and more likely to pay attention.”
The responses to this question ranged from not using any flexible seating options to solely using flexible seating options. This was very representative of how it was in class. Students chose where they wanted to sit and their preferences changed throughout the study. Some students changed throughout the study or on a daily basis depending on their needs for that day. It allowed for students to use their self-regulation in order to decide their needs.
3) What is one negative about flexible seating this semester? One positive?
“One positive is that I have seen a lot of people enjoy sitting on the rocking chair and that they have been happier but I just prefer a normal chair.”
“One negative thing would be the options we have, I wish we had a little bit more. One positive thing is that I feel more relaxed in class.”
Generally the responses to this question were that students wished there was more variety in choice. The solution to that problem is very much budget restricted and students understood that. It is, however, still a legitimate critique.
4) How would you change flexible seating?
“I wish we had more options.”
“Other kids seem to like what we have but I don’t. I wish we had other options I could choose from.”
The response to this question was very similar to the previous one and thus provided the same information.
5) How did flexible seating impact your engagement?
“The ability to change where I’m sitting helps me because I like to work by myself and it lets me be by myself.”
“Going back to last semester, I just stayed in my one spot... But with flexible seating, I have made new friends with people I never thought I would be friends with. Engagement wise, for as shy as I can be I think it helps a lot because I have been answering more questions. It’s helped my confidence.”
“Its weird, it definitely made it easier for me to focus. I'm really bad at sitting still and the swivel chairs and rocking chairs allow me to move but in a non distracting way.”
Each response that I received for this question was unique. Each student had individual needs and were able to find a benefit in flexible seating. This reinforced the idea that flexible seating allowed for options that met the variety of needs that students have to learn and be successful. I also saw that students are self regulating. The problem that could arise from this is that if a student did not have the maturity or cognitive level to self regulate they might not be able to truly benefit from the choices. If a student doesn’t understand that he needs to fidget in order to keep attention will he take the initiative to take a seat that could help with it? Would I as the teacher need to decide for him? If I decide for him would that take away the importance of choice in flexible seating or would it still work because he is getting a seat that helps him? This brings up questions that I do not have the answers to and if I were to do this study again I would find a way to address this point.
6) How was this semester different from your first semester with the same teacher or your other classes this semester?
“First semester I had French 1 and now I have French 2 with more upperclassmen. The atmosphere is more mature. I feel better and more comfortable because of that.”
“The feelings I get in French are completely different from my other classes because I feel equal with the teacher and the other students.”
“It has definitely made me more engaged and confident.”
“What makes it different is it makes me want to be there and want to do something. I think both the teacher and seating helped that.”
I specifically highlighted the students I had in the prior semester because they are able to provide insight into major and subtle differences between the previous semester and this semester with flexible seating. A common theme I saw in answers was that students felt relaxed and comfortable in class and they felt ready to learn because of that. One student makes a valid point that because as this is a second year French class, the vast majority of students are not freshmen and their maturity level is higher than what would have been in a French 1 class. In a foreign language classroom, being in a low pressure environment is critical to the success of the student. I felt that it is very important that students notice feeling more confident and comfortable and that flexible seating has played a part in that.
Triangulation with Pre-Survey, Climate Survey, and Speed Reads
There were four major points I took away from the student interviews. The first being that the importance of comfort of specifically seating increased from the pretest. It confirmed the change noted in the climate survey. Student noticed that they felt better in class when they had the ability to choose their seating. The second take away was that students wished there were more selections in the classroom. Due to budget restraints, I was only able to have four types of seats. If I was able to ask follow up questions, I would ask students their input on what types of seats they would prefer. Students also understood that money was a major impact in the choice provided and that if I would have had more money I would have been able to get more. The third point was that flexible seating was meeting the needs of unique students. Some examples were students who needed to fidget in class could now do so without being a distraction. It also helped students who had injuries or chronic pain. Addressing these needs allowed students to put more of their cognitive focus into the lesson and activities in class. Fourthly, students felt happy and secure. They wanted to be in class because they felt safe and ready to learn. Flexible seating was a major part in creating that atmosphere. Moving forward to the post-test I expected students to have increased the priority of flexible seating in their preferences. I also expect a shift in student priorities on the Likert scale questions to reflect the changes shown in the interview and classroom climate survey.