No Series: Seating with Numbers

Seating with Numbers

Lesson Objective: Assign seating positions
All Grades / All Subjects / Management


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Discussion and Supporting Materials

Thought starters

  1. How could you adapt this strategy for group work?
  2. What is the effect of using this strategy instead of a traditional seating chart?
  3. Why is narration a helpful component of this strategy?


  • Private message to Princess Eweka

thank you, I am giving it a try on next school term.

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  • Private message to Monika McLaughlin

Children are not numbers. Children are individuals. Inmates are given numbers, and even they respond better when someone uses their name.

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  • Private message to Beth Tallman-McGlynn
Seating numbers are a great idea. However prior to assigning numbers to the students at random, the teacher must know if any of the students have special needs(i.e. vision, I.E.P's, 504's etc.). In addition to students knowing where to sit, seat numbers can be tied to student work and/or mailboxes. This keeps communication & grades private from other students curious eyes.
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  • Private message to Cornelio Ancheta
I like the idea. I'll try it
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  • Private message to michele williams
I truly like the idea of using numbers for seating. I might as well using for the quiz or test time.
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  • [00:00]
    Interviewer: You’ll see me at the very first day of school; every single desk has a number on it.

    Interviewer: You’ll see me at the very first day of school; every single desk has a number on it. And I’m going to explain to them, “I’m giving you a number, you find that number on your desk and then you do these things.” I’m explaining all of that outside.

    What I’m gonna do when you walk in the door is I’m gonna give you a number. You’re gonna take that number, and you’re gonna find the seat with the corresponding number and sit there.

    I like to have the numbers set up in sequence in the classroom, because that way when the kids come in I give them 1 and then 2 and then 3. Number one is seated right there in front of me. As they’re sitting down in that sequence, I can narrate and tell them, “I see this happening. I see the front row.”

    I see the middle row is working without talking, thank you.

    It’s a real simple, quiet way of getting them into the room. I’ve seen classes where you know you put up a big seating chart. Kids are trying to figure out which name goes for which desk. Just names on desk, they’re running into each other. The nice thing about the numbers is it’s very simple, and you can do it totally quietly. There’s no confusion at all. I mean it just works really nicely. They’re sitting down and they’re working, and they’re ready to go.

    [End of Audio]


Nick Romagnolo
Math / 6 7 8 9 10 11 12 / Coach