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such as a workshop or a laboratory so that you can demonstrate and your learners can practise. If you are teaching a theoretical subject, you may be fine in a room with tables and chairs, but you might need a computer, data projector and/or an interactive whiteboard. Internet and/or wifi access might not always be available, therefore you might like to check in advance. If you are not teaching a practical subject, for example, you are delivering a one day event or a seminar, it could be in a venue you have never been to. If this is the case, it would be useful to telephone, email, or visit in advance to check what facilities are available, and find out how accessible everything is. You could also send out some pre-event materials informing people how to get there, and what facilities are available. Creating a good first impression and being organised should help your learners feel they are receiving a professional service. If they are paying to attend a session with you, they will not expect a second-best service or poor facilities.

      Class sizes could affect the learning process, in both positive and negative ways. If you teach on a one-to-one basis or to a small group, you will be able to get to know your learners well and devote more time to them. If you have a large group, this might be more difficult. You might have no control over class sizes; however, you can try using different teaching and learning approaches and activities to get around this (covered in Chapter 5).

       Room layouts

      An important influence upon the way your session progresses, and how you and your learners can communicate, will be the room layout. You may not be able to control this if the furniture is in fixed positions: for example, a room which has computers on tables, or a laboratory with immobile workstations. Hopefully, the chairs can be moved and this might be a way to ensure all your learners can face you when you need them to hear what you are saying and see what you are doing.

      If you can, it is best to create an environment where learners can communicate with each other, and see and hear everything you are doing and saying. Ideally, you should move around the room regularly and interact with your learners, rather than staying at the front of the room or sitting behind a desk.

      Some training rooms have a fixed projector with a screen at the front, which all learners will need to be able to see if you are using a visual presentation. However, some modern training rooms now have smaller television screens strategically placed around the room. These enable anyone who is not near the front to see the presentation nearer to where they are seated. If this is the case, you may need to seek technical support if you are not familiar with how to operate the system.

      If you can choose the layout of the room, you could decide on the furniture arrangement based on the teaching and learning activities to be carried out. For example, placing tables in groups (also known as cabaret or café style) for group activities, or having tables in rows for a lecture if a lot of learners will be attending.

       Tables in groups

      This cabaret or café style is an effective way to enable learners to work together and to interact during group activities. All learners can still see the teacher and any presentation materials being used. The style is informal and the teacher can see everyone. If room permits, tables could be moved so that they are not so close together, or placed at different angles. The teacher could sit beside the desk rather than behind so as not to create a barrier, and move around the room when possible.

      

       Figure 2.1 Group layout (cabaret or café style)

       Tables in rows

      This classroom style does not lead to effective communication between learners. However, all learners can see what is going on and see the teacher. This layout is useful when presenting information if group work is not required. The teacher would need good voice projection to reach all learners at the back of the room or use a microphone. Without the tables, more chairs could be positioned tightly in rows, allowing many learners to attend a session at the same time. This is known as lecture style and could involve the use of benches instead of chairs. If chairs are used, they might have a moveable arm on which to rest notes. If a learner is sitting in the middle of a row and needs to leave the room for any reason, they would disrupt the rest of the row of learners. If there are many rows, learners at the back might not be able to see or hear very well. This style could enable learners to not pay much interest, and the teacher might not notice.

       Figure 2.2 Classroom-style layout

       Horseshoe or U-shape

      This style allows for large group discussions between the learners and the teacher, but is not good for small group work. Learners can still see the teacher and any presentation materials being used. Learners sitting at the very ends of tables may feel excluded from the group when discussions take place. More tables could be added if necessary to close the gap and create an oblong shape; the teacher then becomes part of the group.

       Figure 2.3 Horseshoe or U-shape layout

       Boardroom style

      This oblong (or it could be a square) style allows for discussions and group work where a large table area is needed. If the teacher sits at the table with the learners, everyone can communicate and see each other. If the teacher sits separately, some learners will have their backs to them, and not be able to see a presentation screen if used.

      

       Figure 2.4 Boardroom-style layout

       Other layouts

      If possible, you could experiment with other layouts (see Figure 2.5 page 76) to see how effective they are for the type of teaching and learning activities which will take place. This can include the teacher as part of the group or not, using tables or not, or a different approach such as chairs in a circle to include all learners as well as the teacher. However, sometimes tables can create barriers.

      If you are delivering a session at an external venue, such as a hotel or a conference centre, you might be able to request certain layouts which will be set up beforehand for you. If you need to move the furniture, you should get a member of staff to help you beforehand and again afterwards. You will need to allow space for movement around the room, and for bags and coats to ensure there are no obstructions. If you can, return the room to its original layout at the end of your session.

       Activity

       Take a look at the figures denoting different styles of room layout. List the advantages and disadvantages of each for your subject. You might like to discuss these with a colleague or friend. How could you overcome any disadvantages? What other room layouts could you use for your subject and why?

       Figure 2.5 Other layouts that could be used

       Managing the learning environment

      The seating arrangements in a room can have a big impact on learning. People like their comfort zones and you may find that learners will sit in the same place each time they are with you. This is often the place they sat during the first session. This is useful to help you remember their names. You can sketch a seating plan and note who sits where, as well as who has not participated or who has caused disruption. Your sketch and notes will help you plan future sessions, for example, to make sure everyone participates. Remembering and using learners’ names will show respect and encourage them to talk

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