Using your Seating Chart as a GPS for teaching Math

Math class seating chart with markups about each student.

One of the first tips I give new teachers I mentor is to create a seating chart for all of your classes.  The next tip is to get new ink for your printer because you’ll be printing new versions often!  On day 1 of classes, my students walk in and the seating chart is on the Smartboard with their names on a desk.  Here is what I use my seating chart for:

1. To learn student names quickly.
2. To know at a glance who has a low average (so I can call on them or visit their desks more often).
3. To be able to identify relevant special learning accommodations such as who struggles with attention disorders or who needs written instruction over verbal.

Here is a (fictitious) sample of one of my seating charts.  I slip it into a plastic protective cover and carry it around with me during class.  Note I do not actually write the key I included here (it is in my head). Here is how organize my codes:

What I track and why

1. I put their current average in the upper right hand corner (only grades below 80).  This helps me know who I need to call on more often and whose desk I need to visit more often.
2. As I grade their assessments, I put topics they are struggling with in the bottom right.  So when I give them a factoring problem, for example, I go right to those students to check on their progress. This changes through the year so I print out new versions as needed.
3. I put any learning needs in the upper left.  I’ll walk past certain desks while lecturing to help keep certain students in focus, for example.  I also know who need extended time so I can check on them while they are taking a test or quiz.
4. I like to track the class progress by making sure the bulk of the students are getting a new concept. If you only take volunteer answers or judge by the nodding of heads, you’ll never be sure if you need more time on a topic. You’ll just assume everyone has got it. I use certain students as markers.  For example, I know students who typically struggle but work very hard.  When they are getting example problems correct and answering questions correctly, I usually can tell I’ve got most of the class with me.  I’ll discuss other methods of gauging class progress in one of my upcoming articles.

Hitting the ground running.

When my students walk in on day 1, I already know a lot more about them than they imagine.

• If they are freshmen, I seat them by how they scored on their placement test (we give one in March before they start School). For example, a student in my honors class who just made the cut will be placed up front so I can keep a closer eye on their progress.
• If they are not freshmen, we meet with other teachers before the school year to find out who they recommend sit up front, who needs to be visited more often for help, etc.  Students with special learning needs are identified from their IEPs before school starts so I know who needs special accommodations.

I do move students at the end of each quarter based upon their needs and growth.  But having information up front allows me to be efficient from day 1 getting to the student desks who need the most help.