Journal of Teacher Action Research 1 JTAR...to increase positive behavior, two studies reported on their special populations participants’ perceptions about flexible seating. In

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JournalofTeacherActionResearch-Volume5,Issue2,2019,practicalteacherresearch.com,ISSN#2332-2233

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JTAR EDITORS

JTAR JournalofTeacherActionResearchVolume5,Issue2,2019

ProceduralChecklistInterventiontoIncreaseMathAssignmentCompletion 4AmongStudentswithHighIncidenceDisabilitiesMartinRiosCalliLewisChiu

ParallelConferencing:Co-ViewingAndCo-AssessingTeacherCandidates’Videos 22StephanieKotch-Jester ElizabethSoslau VickiGoettel BridgetDudaNicholasBellDeirdreLillyReflections:ExploringStudentWritingSelf-EfficacyIntheOnlineEnvironment 39SharonicaNelsonEngagingEducationMajorsToEmbraceDiversityThroughExpressiveArts 56AnnetteMohanGraceJepkemboiReshapingPractice:AnActionResearchProjectExploringWritingInstruction 77KateRollMargaretVaughnWritinginMathematicstoIncreaseStudentUnderstanding 95AshleyHarlanPerceptionsofFlexibleSeating 120MaryEllenSorrell

JTAR AbouttheJournal

Foundedin2013,theJournalofTeacherActionResearch(ISSN:2332-2233)isapeer-reviewedonlinejournalindexedwithEBSCOthatseekspracticalresearchthatcanbeimplementedinPre-Kindergarten

throughPost-Secondaryclassrooms.Theprimaryfunctionofthisjournalistoprovideclassroomteachersandresearchersameansforsharingclassroompractices.

Thejournalacceptsarticlesforpeer-reviewthatdescribeclassroompracticewhichpositivelyimpactsstudentlearning.Wedefineteacheractionresearchasteachers(atalllevels)studyingtheirpracticeand/ortheirstudents'learninginamethodicalwayinordertoinformclassroompractice.Articlessubmittedtothejournalshoulddemonstrateanactionresearchfocuswithintenttoimprovethe

author’spractice.

EditorialTeam

Co-EditorsGilbertNaizer,Ph.D. AprilSanders,Ph.D.

TexasA&MUniversity-Commerce SpringHillCollege

AssociateEditorsLauraIsbell,Ph.D. TamiMorton,Ph.D. SusanWilliams

TexasA&MUniversity-Commerce TexasA&MUniversity-CommerceTexasA&MUniversity-Commerce

ProductionEditorandWebmasterChaseYoung,Ph.D.

SamHoustonStateUniversity

www.practicalteacherresearch.com

THEJOURNALOFTEACHERACTIONRESEARCH 120

JournalofTeacherActionResearch- Volume5,Issue2,2019,<practicalteacherresearch.com>,ISSN#2332-2233©JTAR.AllRights

PERCEPTIONSOFFLEXIBLESEATINGMaryEllenSorrell

AbileneChristianUniversity

AbstractWithflexibleseatingbecomingmorecommoninelementaryclassrooms,itisimportanttounderstandwhatparticipatingpartiesthinkofflexibleseating.Thisstudylooksattheperceptionsofsecondgradeteachers,students,andparents.Datawascollectedthroughclassroomobservations,questionnairesofparents,andinterviewsofstudentsandteachers.Thepurposeofthisstudywastounderstandtheperceptionsofstudents,teachers,andparentstowardsflexibleseating,toseeifperceptionschangedafterexperiencingthenewseating,andtounderstandwhatlessonswerelearnedafterimplementingitforoneyear.Thefindingsindicatedthatparentsbelievedflexibleseatingtobegood,iftheirchildwaslearning.Teachersfoundmanybenefitsforstudents,andstudentsenjoyedtheseatingthatallowedthemtomove.Thesefindingswillprovideinformationforteacherswhoareimplementingflexibleseating.

Keywords:teacheractionresearch,flexibleseating,perceptions,kinestheticintelligence

Introduction

Theireyeslitupwhentheywalkedintotheroomforthefirsttimeandlookeduponthenewseatingintheclassroom.Mrs.Byrd(allnamesarepseudonyms)hadtoldthestudentsofthenewtypesofseatingthatwaspurchasedforourclassroom,butitseemedthatnothingcouldhavepreparedthemforwhattheysawwalkingintotheclassroomthatmorning.Theirsmilesandenthusiasmtolditall,butwhatweretheyreallythinking?Theyhadonlybeengivenasmalltasteofflexibleseatingsincethebeginningoftheyear.Wouldtheylikethenewtypesofseating?Whatwouldbetheirfavorite?Wouldthelimitednumbersofeachtypeofseatingcausebitternessandargumentsbetweenthestudents?Thesequestionscircledthroughmymindthefirstdayofthenewflexibleseatinginourclassroom.

Whatdoteachersthinkofflexibleseating?Whataboutparentsandstudents?Theseareimportantquestionstoaskbeforepurchasingtypesofflexibleseatingforaclassroom.Knowingwhatotherteachers,parents,andstudentsthinkaboutflexibleseatingcanhelpteachersbestprovidefortheirclassroomcommunitytocreateapositivelearningenvironment.



Purpose.Thepurposeofthisstudywastounderstandtheperceptionsofstudents,teachers,andparentstowardsflexibleseating.Flexibleseatingisthesupplementof“traditionaldesksandchairswithseatingthataccommodatesgreaterflexibilityandcomfort”(Kennedy,2016,p.21).Inthisstudy,Isoughttounderstandthelessonslearnedthroughtheimplementationofflexibleseating.Mypurposewastounderstandhowperceptionschangedfromtheinitialimplementationofflexibleseatingtohavingusedflexibleseatingforalmostafullschoolyear.

IconductedtheresearchintheclassroominwhichIwascompletingayearlongclinicalteachingexperienceasarequirementformyM.Ed.inTeachingandLearning.Becauseofthis,theparticipantsknewwhoIwasandwerecomfortablesharingtheirthoughtsonflexibleseating.Myresearchfocusedonthreeinitialquestionsthatdrovethisstudy.Whatareteachers’,students’,andparents’perceptionsofflexibleseatinginasecond-gradeclassroom?Whatarethelessonslearnedfromusingandimplementingflexibleseatinginaclassroom?Howdidperceptionschangefromthebeginningofimplementationtotheendoftheschoolyear?

LiteratureReview

Inrecentyears,anincreasingnumberofteachershavechosentoimplementflexibleseatingintotheirclassrooms.Typesofflexibleseatingincludestools,therapyballs,smallportablelawnchairs,cushions,boxes,seatswithwheels,beanbags,andlofts(Kennedy,2016).Kennedy(2015)saysthat,“Classroomspacesneedtobeflexibleandadaptableenoughtoaccommodatethesequickchangesintacticsandtempo”(p.26).Asclassroompracticesstarttoevolveintheuseofstations,centers,andsmallgroups,whichrequiresstudentstousemanydifferentpartsoftheroomperday,flexibleseatinggivesstudentsmultipleoptionstositindifferenttypesofseatingallovertheclassroom.Withthismovementtowardsflexibleseatingintheclassroom,therehavebeenmultiplestudiesconductedtounderstandmoreaboutflexibleseating.

Usingflexibleseatinggivesstudentsthechancetomovearoundmoreintheirseats,whetherthatinvolvesswivelingonawobblestoolorlightlybouncingandrollingonatherapyball.Gardner(2011)believedthatthereareninedifferentintelligencesthatpeoplebestrelatetoandlearnfrom,whichiscalledtheTheoryofMultipleIntelligences.Weareallbornwithamixoftheintelligences,possiblyincludingbodily-kinesthetic(Gardner,2011).Itisknownthat“studentswithhighkinestheticintelligenceprocessinformationthroughtheirbodies-throughmuscle,sensation,andmovement”(Tamilselvi&Geetha,2015,p.4).Thismeansthattheycanbestlearnandfocuswhilemoving.Theirmovementscanbegettingupandwalkingaroundaclassroomorsmallmovementslikeswivelingonawobblestool.Gardner’s(2011)worksuggeststhatperhapsthemovementflexibleseatingallowsmaybenefitstudentswholearnthroughkinestheticmovementsachancetomovewithoutinterruptingaclassroom.

Whiletheorystatesthatmovement,likethemovementfromflexibleseating,couldhelpstudentswhoareinclinedtowardsbodily-kinestheticintelligence(Gardner,2011),thereare



manystudiesthatfocusonthebenefitflexibleseatinggivestospecialneedsstudents.Particularly,researchershaveexaminedthebenefitthatflexibleseatinggivestostudentswithAutismSpectrumDisorder,studentswhohadAttentionDeficitHyperactivityDisorder,andgiftedstudents.Benefitsincludeanincreaseinlearning,behavior,andhealth.

TwostudiesfocusedonstudentswithAutismSpectrumDisorder(Schilling&Schwartz,2004;Umeda&Deitz,2011).InUmedaandDeitz’s(2011)study,theyfoundthattherapycushionsdonotproduceanybenefitforbehavioralchangesbecauseofthelackofadequateamountsofsensoryinputgivenfromthecushions.UmedaandDeitz(2011)didnotseeachangeofbehaviorbecauseoftheflexibleseating,butforSchillingandSchwartz(2004),resultsshowedbehaviorimprovementwithflexibleseating.Thestudyshowed“substantialimprovementsinin-seatbehaviorandengagementacrossallfourparticipantswhenseatedontherapyballs”becauseoftheactiveengagementtheseatingbringstotheclassroom(Schilling&Schwartz,2004,p.430).AlthoughthesestudiesareinsightfulandshowthedifferenteffectsoftwotypesofflexibleseatingforchildrenwithAutismSpectrumDisorder,theyprovidenodataontheperceptionsthestudentshadtowardsflexibleseating.

Whilethesetwostudiesattemptedtodeterminewhetherflexibleseatingbenefitedstudentswithautism,twomorestudiesresearchedtheimpactonstudentswithADHD(Schilling,Washington,Billingsley,&Deitz,2003;Pfeifferetal.,2008).ThepurposeofthestudyconductedbySchillingetal.(2003)wastoinvestigatetheeffectsoftherapyballsonstudentbehaviorandproductivityforstudentswithADHD.TheyconcludedthattherapyballshelpedstudentswithADHDdemonstratebetterbehaviorandproductivity(Schillingetal.,2003).InterestinglynotonlydostudentswithAutismSpectrumDisorderbenefitfromflexibleseating,specificallytherapyballs,butstudentswithADHDalsobenefitfromflexibleseating.WhileonestudyfoundthebenefitoftherapyballsforstudentswithADHD,anotherstudyfocusedonstudentsusingcushions(Pfeifferetal.,2008).Bothstudiesshowedtheimprovementofstudents’behaviorthroughoftheuseofflexibleseatingbecauseofhowflexibleseatingallowsthestudentstomoveandnotstaystillinadeskandchair.Althoughthisstrengthenedtheargumentforimplementingflexibleseating,therewasnomentionofperceptionstowardsthetherapyballsusedasseatingintheclassrooms.

Anotherbenefitofflexibleseatingpresentintheresearchisthehealthbenefits.Wendel,Benden,Zhao,&Jeffery’s(2016)researchincluded380studentsinthreeelementaryschoolswheretheystudiedthestudents’BMIfortwoyears.ThegroupwhousedstandingdesksforthetwoyearsdecreasedtheirBMIwhilethegroupwhousedstandarddesksincreasedtheirBMI(Wendeletal.,2016).Notonlydoesflexibleseatingbenefitthementalhealthofspecialeducationstudents,itcanalsobenefitthephysicalhealthofallstudents.AlthoughtheWendeletal.(2016)studyshowedthepositiveoutcomeofusingflexibleseatingintheclassroom,ittoofailedtoexaminetheperceptionsoftheflexibleseatingusedinthestudy.

Withinstudiesthatfocusedmoreontypesofstudentsandhowtheycanbestlearnorhowtoincreasepositivebehavior,twostudiesreportedontheirspecialpopulationsparticipants’perceptionsaboutflexibleseating.Inastudy,Rayneri,Gerber,andWiley(2006)focusedonhowgiftedstudentslearnandhowtheyliketolearn.Theyfoundthatgiftedstudentsprefer



classroomswithflexibleseating(Raynerietal.,2006).Raynerietal.(2006)mentionedtheirparticipants’perceptions,butprovidedlittlesupportingdatatoverifythestatement.Schillingetal.(2003)intheirstudyfoundsomedata-supportedfindingsabouttheperceptionsofflexibleseating.Schillingetal.(2003)mentionedthatoftheirparticipants,twentystudentspreferredtherapyballstoregulardesks.Thestudentsmentionedlikingthetherapyballsbecauseofincreasedbackcomfort,increaseofappropriatemovementwhensitting,helpingthemhavebetterhandwriting,andhowthetherapyballshelpedincreasetheirattentionspan(Schillingetal.,2003).

Thesestudiesproducedresearchdescribinghowflexibleseatingishelpingandbenefittingstudents,butonlyonestudyhasprovidedperceptionsofflexibleseating.Evenwithastudyprovidingperceptionsofflexibleseating,thereisstillnoresearchthataddressesstudents’,teachers’,andparents’perceptions.Becausethestudiesfoundwerefocusedonthebenefitofflexibleseating,whetherbehaviororhealth,mystudybringsnewinformationtotheteachersandparentswhowanttolearnmoreaboutflexibleseating.Byonlyfocusingonwhatparents,teachers,andstudentsthinkaboutflexibleseatingintheclassroom,mystudyhelpsthemunderstandmultipleperceptionsofflexibleseating.Byunderstandingperceptionsofflexibleseating,teacherswillhavetheopportunitytomodifytheirclassroomstomaketheirflexibleseatingmoreenjoyablefortheirstudents,andparentswillunderstandwhyflexibleseatingisusedintheirchild’sclassroom.

Methodology

Thisactionresearchstudyincludedqualitativedatacollectedfromteachers,parents,andstudents.Iinterviewed,observed,handedoutquestionnaires,andtookpicturesofmyclassroom.Throughtheyear,Ibuiltrelationshipswiththeothersecondgradeteachersandtheparentsofourstudents.Becauseofthis,manyparticipantsvolunteeredtobeinthestudy.Aftercollectingdata,IanalyzedmydatausingtheconstantcomparativemethodwhereIcomparedmynewfindingstopreviousfindings.

ParticipantSelection.Withinthisstudy,therewerethreetypesofparticipants:students,teachers,andparents.Studentswereselectedfromonesecond-gradeclassroom.Participationwassolicitedfromeverystudent.Thestudentswereinformedofthestudyandreceivedaninformationalletterandconsentformfortheirparentstoreadandsign.Everystudentwhoreceivedconsentandassentedtothestudyparticipatedintheobservation.Iinterviewedfourstudentsfrommyclassroom,twogirlsandtwoboys.IusedmydatafromobservationstoselectwhichstudentsIinterviewed.Isoughtthreesecondgradeteachers’permissionsandinterviewedthosewhogavemepermission.Iinterviewedthreeteacherswhowereselectedbasedontheiruseofflexibleseatingintheirclassroom.ThismeantthatIchosetheteacherIamco-teachingwith,oneteacherwhosuccessfullyimplementedflexibleseating,andoneteacherwhotemporarilystoppedusingflexibleseatingafterthefirstsixweeksbutlaterbroughtitbackintoherclassroom.Forparents,IsentoutlettersexplainingwhatIwouldbedoingintheirchild’sclassandanattachedpermissionformforiftheywantedtoparticipateinthestudy.Allwhoturnedinthepermissionformparticipatedinthestudybyfillingoutaquestionnaire.



DataCollection.Dataforthisstudywascollectedthroughinterviews,questionnaires,observations,andpictures.Theinterviewsincludedthreeteachersusingsemi-structuredquestions.Theseinterviewslastedaround20-30minutes.ThefourstudentsIchose,usingpurposivesampling(Patton,1990),wereindividuallyinterviewedonce.Theirinterviewsonlylasted10-15minutes.Theinterviewsweresemi-structured(Hendricks,2012),whichmeantthatopen-endedquestionsleadtofurtherdiscussionwiththeinterviewee.Questionnaireswithopenresponsequestionsweresenthometoalltheparentsalongwithaletterthatgainedconsentoftheirparticipationinthestudy.Iobservedtheclasstwiceaweekforthreeweeks.Onthesedays,Iobservedandtooknotesaboutthestudents’attitudestowardsflexibleseatingandhowtheyusedflexibleseatingduringtheday.Ialsousedphotographsofmyclassroom.Thiswastheclassroomthestudentsandparentswerefamiliarwithwhentheydescribedflexibleseating.Itookthepicturesbeforeorafterschoolwhentherewerenostudentsintheclassroom.

DataAnalysis.Qualitativedatawasanalyzedusingtheconstantcomparativemethodwithinitialcodingfollowedbyidentifyingmajorcategorieswithsupportingcodes(Hubbard&Power,2003).Throughthecoding,majorthemesappeared.Thefirsttwentypercentofmydatawascoded,whichcreated15-20levelIcodes(Tracy,2013),asseeninAppendixA.Thesethemeshelpedrelatethedatafromthefieldnotes,interviews,andquestionnairestotheoriginalresearchquestions.Torefinethe15-20levelIcodes,Icodedtheremainingeightypercentofmydataandnarroweddownto3-5levelIIcodes.Thesecodeswerechosento“explain,theorize,andsynthesize”theexistinglevelIcodes(Tracy,2013,p.194).Thecodeshelpedmeorganizemydatatowriteupmyfindings.

Results

Throughmydatacollection,Iencounteredmanydifferentandsimilarperceptionsfrommyparticipants,asseeninTable1.Aftercodingmydata,Inarrowedmyfindingsdownintoseveralmajorthemes.Theseincludedchoice,positiveoutcomes,socialimpacts,implementation,andclassroommanagement.IwilldiscussthesethemesasIaddresseachmajorresearchquestion.

InitialPerceptions.Thissectionfocusesonthefindingsthatanswermyquestionaboutwhatareparents’,students’andteachers’perceptionstowardsflexibleseating.TheperceptionsIencounteredweregivenaftertheparticipantshadexperiencedflexibleseatingforaboutafullschoolyear.SinceIdidnotcollectdataimmediatelyaftertheirfirstexperiencewithflexibleseating,theperceptionsIfoundareconsideredtheinitialperceptionsbecausetheywerethefirstperceptionsIgatheredfrommyparticipants.Thenextthreesectionsexplaintheinitialperceptionsoftheparents,students,andteacherswhoparticipatedinthestudy.TheirperceptionsarebasedonflexibleseatinglikethetypesofseatingpicturedinFigure1.



Figure1.Picturesoftypesofflexibleseating.

Parents’perceptions.Throughtheparentquestionnaires,Ilearnedthatmostparentsperceivedflexibleseatingasabenefittotheirchild’seducation;however,someparentsbelievedthatflexibleseatinghadanegativeeffectonthelearningoftheirchild.Sergio’smotherbelievedthatthere“isnostructurewhenseven-yearoldscanplay,learn,orwhateverthroughoutaclassroom.”Thismotheralsoaskedforhersontonotparticipateinflexibleseating.Hisassigneddeskandchairareattachedtotheteacher’sdesk,andheisnotevenabletositonthecarpetduringwholecarpettime.Theparents’believedthattheirchild’sbehaviorwaspoorbecauseofthelackofstructurethatflexibleseatingcreatesintheclassroom.

Table1:OverallPerceptionsfromallParticipants

OverallPerceptionsfromallParticipants

Positive Negative

• Benefittoeducation

• Greatforactivechildren

• Givesstudentsachoice

• Sitnearfriends

• Eachsubjectneedsadifferenttypeofseating

• “It’sgreat!”

• Lackofstructure

• DistractingAtmosphere

Anotherparentbelievedthatalongwiththelackofstructure,itcreatedanatmospherethatwasdistractingforchildren.Onemothersubstitutedinaclassroomwhereflexibleseatinghadbeenimplemented,andshefoundtheroomnoisybecauseoftheseatsandthatthe



childrenwereneverfocused.Itseemedthatparentsworryaboutclassroommanagementonceflexibleseatinghadbeenimplemented.

Whileafewparentsvoicedtheiropinionaboutthenegativeaspectsofflexibleseating,theotherparentsseemedenthusiasticabouttheirchild’sseatingexperience.Theseparentsmainlyfocusedonthepositiveoutcomesandstudentchoiceintheirquestionnaires.Onemotherbelievedflexibleseatingtobe“fantastic,especiallyforactivechildren”.Otherparentsagreedthatthemovementtheseatsallowedcreatedapositivelearningenvironmentfortheirchildrenbecausetheirbodiesareengagingtheirlimbicsystem,anditallowsthemto“gettheirwigglesout”whichallowsthemtopaybetterattentiontothelessonbeingtaught.

Alongwithstudentsbecomingmoreengagedwiththeirlearning,parentsperceivedflexibleseatingasagreatwayforstudentstomakedecisionsforthemselves.AsZoe’smotherputit,“itletsthekidsfeelinchargeastheygettomakeachoiceonwheretosit.”Asyouwilllearn,teachersdonotbelievethestudentsare“incharge”,butifthestudentsareenjoyingtheseatingandlearning,thatiswhatmattersthemost.Heather’sdadthinksthatflexibleseatingmakeshisdaughterfeelvaluedbecauseofthedecisionsshegetstomakeonwheretositthatbestfitsherneeds.AsImentionedbefore,somestudentsneedthatkinestheticmovementtobesthelpthemlearn,buttherearethosechildrenwhoneedtobestilltofocus.Thedifferentchoicesofseatinghelpstudentspicktheseatwheretheywillbestlearn,andthismakestheparentsfeelgoodaboutthenewexperiencewithflexibleseating.

Students’perceptions.Studentsseemedtoagreewiththepositiveperceptionstheirparentshadaboutflexibleseating.Inmyobservationsandinterviewswithstudents,Ididnotencounternegativeperceptionstowardsflexibleseating.Somecommentsmadeitclearthatsomestudentswouldlearnbetterwithstandardseating.Oneofthemostcommonperceptionsthatstudentshadwasthattheygettositbytheirfriendsbecauseofthechoiceflexibleseatinggives.Threeofthefourstudentinterviewparticipantsmentionedthiswithasmileontheirfacesbecausetheyenjoygettingtositbytheirfriends.ButasMarkmentioned,ifhehadanassignedseat,hewouldnotsitbypeoplehewouldtalkto,makingiteasierforhimtolearn.Eventhoughheadmitsthatlearningwouldbebetterwithstandardseating,Mark,likehispeers,agreedthathewouldratherhaveflexibleseatinginhisthird-gradeclassroom.

Inmyobservations,Isawtheimportanceofsittingnearfriends.Studentssavedseatsforfriends,movedtoadifferentseattobenearafriend,orwaitedfortheirfriendtogettoschoolinthemorningtochoosetheirseatstogether.Onmultipleoccasions,Ihadtwogirlswaitforeachothertogettoschoolbeforechoosingtheirseat.Inmyinterviews,thethemeoffriendsseemedtoemergefrequentlywhentalkingaboutthechoiceflexibleseatinggavethem.



Alongwiththestudentsgettingtositwiththeirfriendsbecauseofthechoiceaspectofflexibleseating,theyalsocouldchoosetheirfavoritetypeofseat.Overwhelmingly,thefavoriteseatswerethetherapyballsandthewobblestools(picturedbelow).Whileobserving,Inoticedthatthefirstseatstobechoseneachmorningwerethetherapyballs,andthestoolswereusuallychosensecond.Thestudentsdescribedtheseseatsascomfortableandfun.Heatherlikedthewobblestoolsbecause“youdon’thavetositstillandbestiffallday.”Johnexplainedthathisbackbecomescrampedaftersittingstillforanextendedperiod,andthatwiththetherapyballsandstools,hegetstheflexibilitythatheneedstomakehisbackfeelbetter.Zoesaidthatshelikesallchairsthatmove,whichwouldbethetherapyballsandwobblestools.Itseemsthatmaybeallstudentsneedorpreferthatslightkinestheticmovementintheclassroomthatthetherapyballsandstoolsoffer.

Whenasked,thestudentswhoparticipatedintheinterviewallmentionedthattheywishedthatalongwithchoosingwheretositandwhotositby,theycouldpicktheirseatforeachsubject.Theyenjoyedthefreshandnewexperiencesthechoiceofseatingbroughtthemeachday;however,theybelievedthattheywouldlearnbestiftheywereabletochangeseatsforeachsubject.Onestudent,Zoe,wantedtojusthaveherownspace,orinherperfectclassroom,apersonalloft(seeFigure1).Theotherthreestudentsbelievedthatthedifferentsubjectscallfordifferenttypesofseating.Johnneededstabilityfromthecampchairsorboxeswhilelearningaboutscienceorwhenwriting;however,helikedthemovementtheotherseatinggiveshimduringmathandreading.Otherstudentshadtheirownpreferencesaboutwhichseatingisbestforwhichsubject,butthewaytheseatingwasimplementeddidnotallowthestudentstochangeseatsthroughouttheday;theteachermadethisdecisionbasedonherownfindings.

Teachers’perceptions.AsImentioned,teachersmadechangesinhowthestudentsusedflexibleseatingeachdayafterimplementingtheseatingfortwomonths.Twoofthethreeteacherswhowereinterviewedchangedtheirclassroomplanbyallowingstudentstochooseoneseatfortheentireday.Theyoriginallythoughtthathavingthestudentschooseadifferentseatforeachsubjectoractivitywouldbebest.AsMrs.Byrdsaid,“IthinkthatIlikedtheideathatthekidshadachoiceintheclassroom,”whileMrs.Redwantedfreedomforherstudents.Theteachersoriginallyimplementedflexibleseatingtogivetheirstudentschoice,buttheyquicklylearnedthathavingthemchooseaseatperactivitywastoomuchchoiceandfreedomforoneday.

Notonlydidtheteachersimplementflexibleseatingbecausetheythoughtitwouldgivetheirstudentsmorechoice,buttheyalsobelievedthatflexibleseatingwouldhelpstudentswhoneedthekinestheticmovement.Mrs.Redmentionedinherinterviewthatshewantedtodosomethingaboutherfidgetykids.Afterreadingresearch,theteacherswereinterestedinseeingifgivingstudentstherapyballsandstoolswouldhelpthestudentswhoneededmovement.Alongwithbelievingthatthemoveableseatswouldhelptheiractivestudents,Mrs.Byrdjustwantedtotakeawaythechairsbecause“somekidsjustdonotknowhowtositinachair.Period.So,itiskindofgoodtotakeawaythatstress,insteadofmefightingaboutiftheysitcorrectly.”Theperceptionofflexibleseatingwasthatitwould



helptheactivestudents,andtherewouldbefewerproblemsofstudentssittingcorrectly.However,theyquicklylearnedthatthetherapyballscreatednewproblemswithstudentsbouncingonthemorpoppingthem.

Whilethinkingthatflexibleseatingwouldhelptheactivestudentsandgiveallstudentschoiceintheclassroom,themainperceptiontheteachershadaboutthenewseatingwasthat“itwasgreat!”Theteacherscouldviewafirst-gradeteacher’sroomthepreviousyearthatinspiredthemtoimplementitintheirownclassrooms.Oncetheyresearchedflexibleseatingandbecameexcitedaboutthenewtypesofseating,asMrs.Redsaid,they“justdidit.”Theyjumpedintothenewschoolyearwithseatingthatwouldhopefullyhelptheirstudentslearnandmakethemfeelincludedintheworkingsoftheclassroombygivingthemchoice.

PerceptionsAfterOneYear.Aspreviouslystated,Iwasnotcollectingdatawhenthestudents,parents,andteachersexperiencedflexibleseatingforthefirsttime.Becauseofthis,IamlimitedintheextenttowhichIcanfullyanswermyresearchquestionaboutifperceptionschangedthroughoutthefirstyeartheparticipantsexperiencedflexibleseating.Teachersandstudentsdidnotmentionmuchabouttheirchangedperceptions.Teachersstillhadpositivefeelingtowardstheseating,andthestudentssaidthattheyhadalwayslikeditandthattheystilldoliketheseatingintheclassroom.

Oneparentwastheonlyparticipantswhomentionedachangeintheirperceptions.Ontheparentquestionnaires,Ihadoneparentmentionthattheirperceptionhadchangedbecausewhenshewasfirstintroducedtotheideasheneverthoughtitwouldworkbecausethe“childrenwouldplayaroundandnottaketheirworkseriously,”butafterseeingitimplementedinherdaughter’sclassroomforayear,shesaw“itisasetupthatactuallyworksforchildren.”

Otherparentsmentionedthattheyhavealwayswantedflexibleseating,andthatnowthattheyhaveexperiencedit,theywantflexibleseatingfortheirchildeveryyear.Carrie’smother’sperceptionwasalwayspositivebecauseshethoughtitwasagreatideaatthebeginningandstillbelievesso.Commentslikethiswereconsistentwithmostoftheanswerstoquestionsabouthowparticipants’perceptionschangedafterhavingflexibleseatingforayear.Noparticipantwhohadapositiveperceptionaboutflexibleseatinghadtheirperceptionturnnegativethroughouttheyear.

Discussion

Althoughtheteachers’perceptionsstayedpositivethroughouttheirimplementationandfirstyearofflexibleseating,itwasnotalwaysperfectintheclassroom.Thethreeparticipatingteachersansweredmyquestionaboutwhattheylearnedthroughouttheirfirstyearofusingflexibleseating.



Makeclearexpectations.“Goslow.”Thiswasthemostimportantpieceofadvicetheteachershadforpeerswhenexplaininghowtoimplementflexibleseatinginaclassroom.Thethreeteachersallmentionedthattheyweresoexcitedthattheyjumpedrightintotheschoolyearwiththenewseating.Theyrecommendedteacherstryit,buttheylearnedthattheremustbeclearexpectations,andthatyoushouldintroducetheseatingoptionslittlebylittle.Oneteacherrecommendedthatyou“gothrougheverysinglescenarioinyourclassroomthatyoucanpossiblythinkofandcomeupwithaprocedureforitbeforeyouimplementit.”Thiswillhelptheclassroomrunmoresmoothly,especiallywithasubstituteintheroom.

Oneteacherlearnedthatwithoutexplicitdirectionsandexpectations,asubstitutemightnotknowtheregularroutinesoftheclassroom.Afterabadnotefromasubstitute,Mrs.Ashertookawayflexibleseatingforacoupleofweeks.Shemadeherstudentsearnbacktheprivilegeoftheseating.Thatiswhereshecameupwiththeideaofintroducingtheseatinglittle-by-littleuntiltheyprovetheyarereadyforanewtypeofseating.

Alongwiththeclearexpectationsandintroducingtheseatsoneatatime,Mrs.Byrdrecommendedthatteachersspendtimeexplainingtherules,procedures,andexpectationsforeachseattothestudents.Thisiswheretheyallagreedthatteachersneedto“goslow”.Nextyear,whenMrs.Byrdintroducesflexibleseatingtohernewclass,sheplansonexplainingeverydetailabouteachseatinsteadofjumpingrightintousingtheflexibleseating.

Youwilllearnasyougo.Beforeimplementingflexibleseatingintheirclassrooms,theteachersreadresearchonlineandaskedafirst-gradeteacher,whouseditthepreviousyear,aboutheropinions.Shementionedthatstudentsenjoyedsittingonthefloor,therapyballs,andstools.Becauseofthis,theparticipatingteachersincludedfloorseatingasaflexibleseatingoption.Theyboughtsmallrugcirclesandcushionsforthestudentstouse,buttotheirsurprise,thestudentsdidnotlikesittingonthefloor.Thisiswhentheyrealizedthateveryyearisgoingtobedifferent.Whenusingflexibleseating,theteachermustbeflexibleaswell.Theymustlearnastheygotomakesurethatthestudentsareenjoyingtheseatingoptions.Anotherteacherlearnedaboutthetypeoftablesheandherstudentsenjoyed.Mrs.Redlearnedshedidnotlikethebigroundtablesbecausethestudents’workboxeswouldsitontopofthetable,blockingtheirviewoftheboard.Whenusingflexibleseating,teacherswillhavetolearnwhatisbestpracticefortheirstudentsandclassroom.

Itcostsmoney.Amajorthemethatemergedintheinterviewswiththeteacherswasthattheseatingcostsmoney.Twoofthethreeteacherswerefortunatetoreceiveagranttohelppayfortheirseating;thethirdteacherhadtopayoutofherownpocket.Mrs.Ashergaveherselfabudgetthatshedidnotwanttoexceed.Sheknewthepreviousyearthatshewantedtoimplementflexibleseatingthefollowingyear,sothatsummer,sheconstantlylookedforsalesanddeals.Evenwiththesalesshefoundondifferenttypesofflexibleseating,Mrs.Asheralsoprioritizedherlistofseats.Sheknewshewantedstoolsand



therapyballs,sotheywerefirstonherlisttobuy.Knowingherbudgetandwhatshewantedinherclassroom,Mrs.Asherfurnishedherclassroomwithoutstrainingherwallet.

Mrs.Redhadnotreceivedhergrantyet,butsheknewshewantedtoimplementflexibleseating,soshelookedatgaragesalesandonFacebookforseatsthatwouldbeenjoyableforherstudents.Oneday,herfriendpostedaFacebookpostabouttwotherapyballsthatshewantedoutofherhouse.WhenMrs.Redsawthatpost,shewentstraighttoherfriend’shouseandreceivedtwofreetherapyballsforherclassroom.Asshesaid,“youhavetobethrifty”whenbuyingalltheseatsforyourclassroombecauseitcangetexpensive.

Anotherideathatemergedinmyinterviewswasthatteacherscanslowlyaddthroughouttheyearsotheteacherdoesnothavetopurchaseitallatonce.Notonlywouldthishelpwithspreadingouttheexpense,butitwouldalsohelptheteachermakeclearexpectationsabouteachtypeofseatingheorshebroughtintotheclassroom,anditwouldgivetheteachermoretimetolearnwhattypesofseatingherstudentslikebeforewastingmoneyonseatstheydonotenjoy.

Ithelpsyougettoknowstudents.OneofMrs.Byrd’sfavoritepartsofflexibleseatingwasthatshecouldgettoknowherstudentsbetter.Shebetterunderstoodthestudents’personalities,anditgavehermore“ofanideaofwho[were]friendsandwho[were]notfriends”inherclassroom.Shebelievedthatshelearnedinformationaboutherstudentsthatinpreviousyearsshehadnot.

Allthreeteachersmentionedthatthereweregroupsofstudentswhosatbyeachothereachday.Mrs.Redhadstudentstaketheirfriend’s“choicefolder”outoftheirlockerandputitbythedeskwheretheyweresittingtomakesurethattheywouldgettositbytheirfriendthatday.Mrs.Redsawthisasanopportunitytomakeherstudentsfeelgoodbecauseitshowedthestudentsthattheywerewantedandcaredforbytheirpeers.Withoutflexibleseating,theteacherswouldhaveamoredifficulttimelearningwhichstudentswerefriendswithwhom.

Implications

Thelessonsabovearethelessonsthattheteacherslearnedthroughtheirexperiencethispastyear.However,theyarenottheonlyparticipantswholearnedthroughthisresearch.Wheninterviewingmystudents,theyseemedtohavecometorealizethatbecausetheychosetositbytheirfriends,theydidnotlearnasmuchastheycould.Threeofthestudentsmentionedthatbecauseofthechoiceandmovementthatflexibleseatingallows,theycouldlearnbetter,butoncetheystartedtalkingaboutthesocialaspectofflexibleseating,theirmindssomewhatchanged.Theysaidthatofcoursetheytalkmoresittingnexttofriends,andiftheychosetheirseatbasedonthetypeofseatinsteadofwhichfriendtositby,theywouldlearnmoreeachday.Althoughtheyrealizedtheirmistakeofsittingnexttofriends,theirchoiceseachdaydidnotchange.Theymighthavelearnedabouttheirpoordecision-making,butthatdidnotchangewhomtheysatbyaftertheinterviewsandrealizations.



Ilearnedthatoverall,perceptionsofflexibleseatingwerepositive.Parentswantedtheirchildrentolearn,whichwasthesamegoalastheteachers.Ifteachershadgoodclassroommanagementandprocedureswiththeflexibleseating,seventy-fivepercentofstudentsseemedtobelievethatflexibleseatinghelpedthemlearn.Becauseofthis,Ilearnedthatflexibleseatingisbeneficialforstudentlearning.Thestudentsenjoyedthechoicetheyweregiveneachday,andtheyenjoyedmovingintheirseatwithoutgettingintrouble.Theonlyhindranceforstudentlearningseemedtobethesocialaspectofflexibleseating.Oneprocedurethatteachersneedtoaddressiswhattodowhenstudentsmakeabaddecisionandsitbyafriendwhomtheytalktowhenworkingattheirseat.Oncethatisfixed,flexibleseatingseemstobebeneficialfortheclassroom.

Conclusion

Forfuturestudies,Iwouldwanttoknowifflexibleseatingreallydoeshelpstudentlearning.Mystudyfoundoutthatparents,teachers,andstudentsperceivethatthenewseatinghelpsthestudentslearn,butdoesitreally?Peoplecanperceivethatflexibleseatingisbeneficialforstudentslearning,butwithoutresearchtosupportit,teacherswillnotknowifithelpslearningornot.Asonemothersaid,shecannot“getonboardwithituntilsheseesmoreresearch”.Iknowthatkinestheticmovementisgoodforstudents,especiallyiftheyarekinestheticlearners(Gardner,2011),buttherehasnotbeenanimplementationstudytotrackstudentgrowth.Tobesthelpstudentslearn,Ibelievethatansweringthequestionofdoesflexibleseatingtrulyhelpwithstudentlearningisextremelyimportant.Asteachers,weneedtoknowthebestpracticesforourstudents.Fornow,Icansaythatparents’,teachers’,andstudents’perceptionsarepositive,andthattheyenjoyflexibleseating.SoasMrs.Redsaid,“Justtryit!”

AbouttheAuthor

MaryEllenSorrellisathird-gradeteacherinFrisco,Texas.AtAbileneChristianUniversity,shemajoredinElementaryEducationin2016,aswellasreceivingherMastersofEducationinTeachingandLearningin2017.Email:[email protected]



References

Gardner,H.(2011).Framesofmind:Thetheoryofmultipleintelligences(3rded.).NewYork,NY: BasicBooks.Hendricks,C.(2012).Improvingschoolsthroughactionresearch:Areflectivepracticeapproach(3rd ed.).UpperSaddleRiver,NJ:Pearson.Hubbard,R.S.,&Power,B.M.(2003).Theartofclassroominquiry:Ahandbookforteacher--

researchers(Rev.ed.).Portsmouth,NH:Heinemann.Kennedy,M.(2015).Becomingmoreflexible.AmericanSchool&University,88(2),24-26.Kennedy,M.(2016).Creatingsomewiggleroom.AmericanSchool&University,88(10),20-21.Patton,M.(1990).Qualitativeevaluationandresearchmethods(2nded.).NewburyPark,CA:Sage.Pfeiffer,B.,Henry,A.,Miller,S.,&Witherell,S.(2008).EffectivenessofDisc“O”SitCushionson attentiontotaskinsecond-gradestudentswithattentiondifficulties.TheAmericanJournal

ofOccupationalTherapy,62,274–281.Rayneri,L.J.,Gerber,B.L.,&Wiley,L.P.(2006).Therelationshipbetweenclassroomenvironment andthelearningstylepreferencesofgiftedmiddleschoolstudentsandtheimpactonlevels ofperformance.GiftedChildQuarterly,50,104–118.Schilling,D.L.,&Schwartz,I.S.(2004).Alternativeseatingforyoungchildrenwithautismspectrum disorder:Effectsonclassroombehavior.JournalofAutism&DevelopmentalDisorders,34, 423–432.Schilling,D.L.,Washington,K.,Billingsley,F.F.,&Deitz,Je.(2003).Classroomseatingforchildren withattentiondeficithyperactivitydisorder:Therapyballsversuschairs.TheAmerican

JournalofOccupationalTherapy,57,534–541.Tamilselvi,B.,&Geetha,D.(2015).Efficacyinteachingthrough“multipleintelligence”instructional strategies.JournalonSchoolEducationalTechnology,11(2),1–10.TracyS.(2013).Qualitativeresearchmethods:Collectingevidence,craftinganalysis,communicating

impact.Chichester,WestSussex,UK:Wiley-Blackwell.Umeda,C.,&Deitz,J.(2011).Effectsoftherapycushionsonclassroombehaviorsofchildrenwith AutismSpectrumDisorder.AmericanJournalofOccupationalTherapy,65,152–159.Wendel,M.L.,Benden,M.E.,Zhao,H.,&Jeffery,C.(2016).Stand-biasedversusseatedclassrooms andchildhoodobesity:ArandomizedexperimentinTexas.AmericanJournalofPublic

Health,106,1849–1854.



AppendixA:Codebook

CodeName Level Definition Example

Choice I Studentscanchoosewheretheysiteachdayandonwhatevertypeofseattheywanttositon.

“Ialsolikekidshavingsomefreedomtomakechoices”(RedInterview,p.1).

Focus I Anyperceptionsthatbelievethatflexibleseatingeitherhelpsorhindersfocus.

“Ifitisproventhatithelpsstudentsfocusandstayontask,thenIthinkit’sagoodidea”(Natalie’sMomQuestionnaire,line11-12).

Implementation I Anydescriptionsofthewaystheteachersimplementedflexibleseatingintheclassroom.

“Takeyourtimewithyourproceduresandtakeyourtimeintroducingdifferentseats”(ByrdInterview,p.3).

Gettoknowstudents

I Anydescriptionsofhowteacherscangettoknowtheirstudents’personalitiesandsocialcirclesthroughobservingtheiruseofflexibleseating.

“Nowthattheyareusedtotheseatsalittlemore,theychoosewhotheywanttositby.Itgivesmemoreofanideaofwhoisfriendsandwhoisnotfriends”(ByrdInterview,p.3).

Traditional I Anydescriptionsoftraditionalseating(desksandnon-movingchairs)andhowstudentsandteachersfeelaboutthem.

“IthinkthatwhenIsubstitutedinaclassandtheywereintraditionalseating,thereweredefinitelysomethingsthatmakethatalittlebiteasier.Havingkidsinarowandatadeskwhereyouknowexactlywhereyousit.Thatmakesmanagementsimpler.”(ByrdInterview,p.2).

Movement I Anydescriptionsofthemovementthestudentscando,includingmovingseats,bouncing,spinning,wobbling,andfidgeting.

“Childrenlearnmorewhentheycanmove”(Heather’sDadQuestionnaire,line12).



OptimalLearning I Anyperceptionsofwhetherflexibleseatinghelpsorhindersstudentlearning.

“Someresearchhasshownthatitisverygoodforchildrenintheirlearning.Iftheycanworrylessandbeingcomfortableoruncomfortabletheycanthenfocusmoreonacademics”(AsherInterview,p.1).

Enjoyment I Anyexplanationsofwhyteachersandstudentsenjoyflexibleseating.

“IthinkIcanjusttellformyearspastthattheyarehappier”(AsherInterview,p.2).

Research I Anydescriptionoftheresearchthatwasviewedbeforeimplementation.

“Ihadreadquiteabitthissummeraboutit,andIbecameveryinterestedinit”(RedInterview,p.1).

Normality I Anydescriptionofhowflexibleseatingisnow“normal”.

“WellIamkindofusedtoit”(HeatherInterview,p.1).

Doit! I Thesewordswerespokenbytwoofthethreeteacherswhenexplainingtheiradviceforteacherswhowanttoimplementflexibleseating.

“Iwouldsay,doit!”(ByrdInterview,p.3)

ClassroomManagement

I Thedescriptionsofproceduresandrulesthatwerecreatedforclassroomswithflexibleseating.

“Sometimesthechairistheanswer”(RedInterview,p.4).

Distracting I Descriptionsofhowflexibleseatingcanbedistractingtostudents.

“Itseemslikeitcouldbealittle,oralot,distracting.IfounditsomewhatdistractingwhenIsubstitutetaughtinaroomwithflexibleseating.Thekidsonthebigtherapyballsmovedalotandmadequiteabitofnoisewiththeir‘seats’”(Natalie’sMomQuestionnaire,line3-6).



Upsetting I Descriptionsofhowconflictswerecreatedbecauseofflexibleseatingchoiceseachmorning.

“EllenbeatLane,andthenLanewasupsetthathedidn’tgettheball,sohestartedcallinghermeannames”(Observation#3,line17-18).

MultipleOptions I Descriptionofthemultipleoptionsofseatingthatthestudentscanchoosefrom.

“Ihaveexerciseballs,wobblestools,ottomanboxcubes,campchairs,andthenregularchairs”(ByrdInterview,p.1).

Balls/Stools I Anymentionoftheballandstools,whetherchosentositonortheirperceptionsofthem.

Talkingaboutwhatisherfavorite.“Theballs...becauseyoudon’thavetositstill...youdon’thavetositstillandbestiffallday”(HeatherInterview,p.2).

Friends I Anydataonstudentschoosingtositbyfriendswhenchoosingtheirseatseachmorning.

“Ifwehaddesks,wewouldsitbypeoplewewouldn’ttalkto”and“Iliketositbymyfriends”(MarkInterview,p.4).

CostMoney I Descriptionsofhowflexibleseatingcostsmoney,someteachersreceivedgrantswhileotherspaidoutoftheirownpockets.

“IknewIwantedyogaballs,sothatwasthefirstthingIgot.ImadealistofwhatIwanted,soIspentthewholesummershopping,lookingforsales.”(AsherInterview,p.4).

Choice II Thestudentshavechoiceandfreedomeachdaybychoosingtositbyfriendsandtraditionalseatingoverflexibleseating.

“Theyfeelvaluedtomakedecisionsabouthow/wheretosittolearnthatbestfitstheirneeds”(Heather’sDadQuestionnaire,line3-4).

PositiveOutcomes II Flexibleseatinghascreatedpositiveoutcomesincludinghelpingstudentswhoneedtofidget,thestudentsenjoytheseatingandfreedom,andit

“Zoeseemstolovetodoclassworksinceshe’sabletochooseherownseat”(Zoe’sMomQuestionnaire,line6-7).



canhelplearningandfocus.

SocialAspects II Teacherscanunderstandstudentsandtheirsocialcirclesbecauseoftheseatstheychooseeachday,andthestudentsareabletositnexttotheirfriendseachday.

“Iliketositbymyfriends.IfIsitbyJohn,youknowthatIamgoingtotalk.AndLane,andSteve,andEdison.ThatiswhyIwantactualseatingforeveryyear.And,itwillhelpmelearn”(MarkInterview,p.4).

Implementation II Thedescriptionofhowteacherimplementedflexibleseatingintheirclassroom,includingthecostofit.

“IthinkmyfirstthingwaswhenIfirstdidit,theypickedaspoteverytimeforeverysubject.Threeorfourtimesthroughouttheday,andIquicklylearnedthatthatwasnotgoingtowork.Thatmadetoolongoftransitiontimes.So,Iquicklymakeitwheretheyjustpickedonespotfortheday”(AsherInterview,p.1).

ClassroomManagement

II Thedescriptionoftheproceduresandrulesthatareinplacebecauseofflexibleseating,andtheclassroomenvironmentbecauseofthedifferenttypesofseating.

“Theycomeinthemorningandpicktheirspot.ThatisthespottheyareatforthewholedayunlesstheymakebadchoicesofthosespotsandthenIpickanewspotforthem”(AsherInterview,p.1).

Documents

Journal of Teacher Action Research 1 JTAR...to increase positive behavior, two studies reported on their special populations participants’ perceptions about flexible seating. In