Why Flexible Seating?

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Today’s schools are no different than the ones in the 1800s! “Well, wait!” you might say, “A lot has changed since then, curriculum has changed, seating arrangement has changed, discipline has changed, books, technology, resources, many things have changed!” Unfortunately, one everything has not changed, and that is the sitting requirement that we impose on our students. Students are still required to sit for seven hours, on the same chair, on the same hard chair. We may even have group desks, and not arranging them in rows and columns, but the child is still asked to remain seated quietly as can be for most of the day.

Health Corps (2009) reminds us that there was an advertisement many years ago that would flash before the late evening news, “Do you know where your children are?” It was aimed at parents, to raise awareness that we need to know where our kids are, and what they’re doing, especially in the late night hours. Now, health and children’s advocates say that we should now be asking, “How many hours do your kids sit daily?” As expected, too many hours of sitting is bad for kids’ health.

A prior study by Kravitz (2009) on the British Medical Journal suggested that adults, and especially children, need to avoid sitting for too long. If we don’t move often during the day, the risk rises for certain health changes in our body that predispose us to disease. The telomere length of certain cells in our body is associated with healthy lifestyle and longevity. Prolonged sitting causes telomeres in our body to lengthen. When telomere length is longer, our overall lifespan may be shortened. With kids it is the same way, if not worse. Kids who sit for too long periods of time may have similar, adult-type health consequences.  Even if children exercise in the morning or evening, but sit the rest of the day at a desk, rarely getting up, they may be at risk for these significant and unhealthy blood vessel changes. That also means that if students play a sport for an hour or two a day, but sit in school and at home for the rest of their waking hours, they too are at risk of developing these early, ominous heart-risk provoking changes. Globally, kids sit on average 8.5 hours. Specifically, movement and activity really drops after age 8. That’s of course, when school, homework and tech devices take over kids’ lives.

Reynolds (Science of fitness, 2015) also agrees that children are sitting too much. He adds that children who sit too much may face adult-size health consequences. The study found that after a single session of prolonged inactivity, the children developed changes in their blood flow and arteries that, in grown-ups, would signal the start of serious cardiovascular problems. Many epidemiological studies have found associations between multiple hours of inactivity and increased risks for diabetes, obesity, heart disease, liver disease, metabolic syndrome and other conditions, including premature death. Most worrying, these risks remain elevated even if someone regularly exercises but then settles into his or her chair for the rest of the day. “It seems clear from our results that children should not sit for prolonged, uninterrupted periods of time,” (Dr. McManus 2015).

So, we as teachers need to encourage children to stand up and move around at least every hour. A stroll around the classroom or living room should help. Dr. McManus suggests that vigorous exercise is not required to keep children’s arteries healthy. Unfortunately, chairs are as alluring to the young as they are to grown-ups. “I was surprised by how easy it was to get children to stay still for three uninterrupted hours,” Dr. McManus said. “We’d expected that they would want to be up and moving around.” But they were content to sit, entertained by movies and iPads.

James A. Levine (2005) also says that research has linked sitting for long periods of time with a number of health concerns, including obesity and metabolic syndrome — a cluster of conditions that includes increased blood pressure, high blood sugar, excess body fat around the waist and abnormal cholesterol levels. Too much sitting also seems to increase the risk of death from cardiovascular disease and cancer.

Sitting in front of the TV isn’t the only concern. Any extended sitting — such as behind a desk at work or behind the wheel — can be harmful. What’s more, spending a few hours engaged in moderate or vigorous activity doesn’t seem to significantly offset the risk.

The solution seems to be less sitting and more moving overall. Students need to start by simply standing rather than sitting whenever they have the chance or think about ways to walk while they work. The impact of movement — even leisurely movement — can be profound. For starters, these activities burn more calories. This might lead to weight loss and increased energy. Even better, the muscle activity needed for standing and other movement seems to trigger important processes related to the breakdown of fats and sugars within the body. When students sit, these processes stall — and their health risks increase. When students standing or actively moving, they kick the processes back into action.

Dr. Mercola goes on saying that our body is designed for regular movement, but many Americans spend the bulk of their day sitting still instead. Worse still, many Americans don’t fit in a workout or a long walk either, which means their bodies are virtually always in a sedentary state. It’s not that sitting is inherently dangerous… the danger is in the dose. While a brief period of sitting here and there is natural, long periods of sitting day-in and day-out can seriously impact your health and shorten your life. Now, let’s visualize an American classroom, don’t you see students sitting all day? They are not meant to sit for so many hours in the same place every single day at school. We now know that today’s chairs do not offer enough flexibility to optimize learning. In 1912, Maria Montessori described the impact of chairs saying: “When chairs were used, children were not disciplined, but annihilated” (Montessori)

Dr. James Levine, co-director of the Mayo Clinic and the Arizona State University Obesity Initiative, and author of the book Get Up! Why Your Chair Is Killing You and What You Can Do About It, has dedicated a good part of his career to investigating the health effects of sitting.

His investigations show that when grown-ups and children have been sitting for a long period of time and then get up, a number of molecular cascades occur. For example, within 90 seconds of standing up, the muscular and cellular systems that process blood sugar, triglycerides, and cholesterol—which are mediated by insulin—are activated. In short, at the molecular level, our body was designed to be active and on the move all day long. When people stop moving for extended periods of time, it’s like telling our body it’s time to shut down and prepare for death. The more hours you spend sitting in a day, the shorter your lifespan may be. The evidence is overwhelming at this point—10,000 studies and growing—, the answer is to stand up as much as possible. “Inactivity—sitting—is not supposed to be a way of life”. Levine (2015)

 

What is the solution?

Teachers, scientists and doctors all over United States have been thinking about it and decided that it is about time to bring a solution to our sedentary lives and our bad habits are being copied and forced to follow by our students. The following real story represents the journey of every teacher who decided to make radical changes in their classrooms.

Delzer (2015), Edsurge columnist and teacher, says “It’s been my dream to make my 2nd grade classroom look more like a “Starbucks for kids”https://www.edsurge.com/news/2015-10-01-why-the-21st-century-classroom-may-remind-you-of-starbucks, and less like, well, a classroom.” She goes on by reflecting about how we can provide a Starbucks for kids, “Think about when you go to Starbucks to complete some work. Why do you choose to work there? Where do you choose to sit? I usually gravitate towards the comfy seating choices like the couches and big chairs, and yet, I see people choose the tables and chairs over and over again. Regardless, when you walk into Starbucks, you have choice. You get to choose where you sit. No one checks you in and directs you to a spot, telling you that you must sit there for the remainder of the day to do your work. If you need to get up, walk around, or choose a different seat, you are free to do so. As I sat in our local Starbucks this past summer, I looked around and thought—why can’t my classroom look like this?”

Kayla Delzer decided to renovate her classroom and before she even purchased a single thing, she thought about why she was doing a classroom redesign. She remembers, “If we truly want to prepare our students for the real world, we need to put them in responsive, dynamic environments that reflect life outside of a traditional classroom. And what’s that life outside like? Full of choices, where adults are responsible for their own learning. As a college student visiting my classroom once said, “It’s like you’re treating them like little adults.” And as my teaching has changed, my classroom design needed to change right along with it.”

After consulting Erin Klein, a classroom design guru who has been “ditching her desks” to avoid “the cemetery effect” for a few years now and sharing her experiments on her blog, she thought about her classroom and the traditional chairs and tables she was given—and she came up with a plan. Looking around her classroom, she quickly realized that she had far too much furniture, so she got rid of four tables, her huge teacher desk, 20 traditional chairs and a file cabinet. Next, she started looking for resources to redesign and repurpose what she already had and could be used in her classroom.

What came out of that was flexible seating and open floor space. Now, she has a large, open area for whole group instruction and five remaining tables, each designed with a specific purpose: a small group instruction whiteboard table with stools. a stand-and-work table with no chairs, a crate seats table, a sit-on-the-floor area with core disks or pillows and work table (see to the right), and a stability ball chairs table.

Delzer allows students to responsibly choose where they work every day. When they arrive in the morning, they make a choice for the day but are free to switch places as they see fit throughout the day. She has enough seating options in her classroom that there are never issues about running out of one type of seating. At the beginning of the year, students spend an entire day trying out each of the seating choices. After that, she begins to let them self-select their seating daily. “One big note: Students know I always reserve the right to move them.”

Delzer proves that behavior issues and distraction are reduced in this environment. “the behaviors of my students who have exhibited aggressive or distracting behaviors in the past have significantly decreased.” There is power for them in the choice to select where they will work. They know the work isn’t optional, but choosing where they work is.

Since desks are not present anymore, you might ask where the supplies go! Mrs. Delzer suggests having work bins in the corner of the room where students keep folders, math journals, and other personal items. They use community supplies at each of the five tables, and she also has individual baskets of supplies for students that choose to work on yoga mats or work rugs.

This is the testimony of a parent who is echoing thousands that get to witness their children’s excitement for school. Lorraine Albrecht, mother of one of Delzer’s students, says,     “From a parenting perspective, I have really enjoyed the flexible seating option Mrs. Delzer has offered this year. When I was able to observe the seating options in her classroom, it just really made a lot of sense to me… meeting the kids’ needs and also allowing them the responsibility and flexibility to choose where they will learn best for the day. My daughter has come home just thrilled at the opportunity to choose where she sits and it appears to help her focus when she isn’t expected to sit in a chair for long stretches of the day.”

If we take a look at classrooms over the past 70 years, we are seeing the same type of learning environments, year after year. The world is changing, yet our classrooms are remaining much the same. Revitalizing space is a straightforward way to let students exercise choice in the learning environment and find academic success on their own terms. Teachers across the United States are switching daily to this type of classroom; teachers even encourage each other on blogs and social media posts. Teachers call it the train, where many teachers jump in every day.

Even the Mayo Clinic released an article all about the new classroom of the future; they call it the “Standing Only Classroom.” Developing the classroom of the future was a team effort. With more than 10 years of research into NEAT, Dr. Levine and Dr. Lanningham Foster provided credibility and a plan of action. The Rochester Public Schools were enthusiastic partners, willing to try creative approaches to education. Nicole Brekke-Sisk (Mayo Clinic, 2006) says that the “classroom without desks” not only keeps students moving, it also makes teacher-student interaction easy. Kids crave movement. What’s more, they need movement for proper development. We need to find ways to give children more opportunities to move, whether it’s at school or at home.”

The results were surprising: “I noticed several major changes in my students once we implemented the more mobile classroom,” says Rynearson. “There was less movement for movement’s sake — fewer trips to the bathroom or water fountain. Students shifted their bodies and changed positions when they needed to in order to stay focused. And students were able to move themselves away from other students who might be distracting or bothering them. This led to much less bickering and fewer distractions from class work.”

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Brain research also confirms that physical activity – moving, stretching, and walking – can actually enhance the learning process. Eric Jensen (2000), in his article “Moving with the Brain in Mind(Education Leadership Magazine), protests against the sedentary classroom style and suggests a better way to spend the long days in our classrooms, not only for students, but for teachers. Teachers need to engage students in a greater variety of postures, including walking, lying down, moving, learning against a wall or desk, perching, or even squatting. A slanted desk means less fatigue, better concentration, less eye straining, and better reading. Students experience less painful electromyogram activity in the lower back when they use slanted work surfaces instead of flat ones (Eastman & Kamon, 1976).

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Teachers should regularly engage students in movement. “The data suggest that exercise is the best overall mood regulator” (Thayer, 1996) The brain learns best and retains most when the organism is actively involved in exploring physical sites and materials and asking questions. “Merely passive experiences tend to attenuate and have little lasting impact” (Gardner, 1999. pg. 82). Active learning has significant advantages over sedentary learning, which are: more can be remembered, they can have more fun, the styles can be more age appropriate, and can be more intelligence independent and that reaches more learners. Active leaning is not just for physical education teachers – that notion is outdated. Active learning and flexible seating are for educators who understand the science behind the learning; this is why teachers across the United States are switching daily to flexible seating in their classrooms. Teachers and students love it!

Flexible Seating looks like this

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Seating: So as long as a student’s postures and movements do not disrupt others’ learning and comfort, they are literally allowed to choose any number of places to land in our classroom. They can be:

  • on the floor, carpeted or tile
  • over/under a blanket, pillow, or lap-sized bean bags
  • on a couch, an easy chair, a Papasan chair, a traditional chair (wood), stools that don’t move (with or without back support), stools that move up and down, “spinny” chairs on wheels, chairs that feel like they may tip (but don’t), chairs that are plush on the seat and/or the back, or a high-backed easy chair
  • on bouncy balls
  • on scoop rocker chairs
  • on raised chairs
  • standing or even
  • lying down on their tummies or backs!
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Students tell that the room is not only relaxing, but also makes them feel cared about and understood. Parents might even have this kind of question or even other, so the following is a letter to parents, who are an important element at the time of making the changes. We need to have their support, they need to be aware of what is happening in their child’s classroom, and why they change is taking place.

Check this great blog that contains also a letter to parents explaining what flexible seating is all about. After all, you need to bring parents on board!!!

http://mrsemnettsclass.weebly.com/alternative-seating.html

Flexible Seating is loved by students and teachers, is needed by students and teachers, and it is much deserved. Help me to make the change that should have taken place more than a century ago in the American classrooms and around the world. Studies prove that flexible seating is not only a good think, but a necessary one to improve health and learning.

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Would you help me make a difference in the world by changing one classroom at a time?

References and great resources!

Bjorklund, D. F. B., R. D. . (1998). Physical play and cognitive development: integrating activity, cognition, and education. Child Development.

Brekke-Sisk, N. (2006). STANDING ROOM ONLY in classroom of the future. Mayo Clinic Alumni.  Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiazdrbqcjLAhWlzoMKHZKeC_MQFggcMAA&url=http%3A%2F%2Fwww.mayo.edu%2Fpmts%2Fmc4400-mc4499%2Fmc4409-0906.pdf&usg=AFQjCNFRPVbWl19_IdOM8Zn5UTTrGQQDpg

Brekke-Sisk, N. (2015). Standing-room only in classroom of the future.   Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjdqbDdw8PLAhWLw4MKHQhkDkkQFggcMAA&url=http%3A%2F%2Fwww.mayo.edu%2Fpmts%2Fmc4400-mc4499%2Fmc4409-0906.pdf&usg=AFQjCNFRPVbWl19_IdOM8Zn5UTTrGQQDpg

Cindy. (2015). Alternative Seating. Retrieved from http://primarychalkboard.blogspot.ca/2015/11/alternative-seating-classroom.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+PrimaryChalkboard+(Primary+Chalkboard)

Corps, H. (2009). Sitting Too Long Is Bad for Kids’ Health.   Retrieved from https://www.healthcorps.org/sitting-too-long-is-bad-for-kids-health/

Danneman, I. (2014). Six Alternative Seating Options in the Classroom for a Child with Special Needs.   Retrieved from http://www.friendshipcircle.org/blog/2014/11/03/six-alternative-seating-arrangements-for-a-child-with-special-needs/

Delzer, K. (2015). Why the 21st Century Classroom May Remind You of Starbucks. Retrieved from https://www.edsurge.com/news/2015-10-01-why-the-21st-century-classroom-may-remind-you-of-starbucks

Eastman, M., & Kamon, E. . (1976). The effects of emotion on cue utilization and the organization of behavior. Human Factors, 18(1), 15-26.

Emnett, A. (2015a). Alternative Seating.   Retrieved from http://mrsemnettsclass.weebly.com/alternative-seating.html

Emnett, A. (2015b). Alternative Seating This Year! St. Luis, Missouri.

Gardner, H. (1999). The disciplined mind. New York: Simon & Schuster.

Gonzalez, J. (2015). Flexible Seating. Retrieved from http://www.cultofpedagogy.com/flexible-classroom/

James A. Levine, M. D., Ph.D. (2015). What are the risks of sitting too much? Retrieved from http://www.mayoclinic.org/healthy-lifestyle/adult-health/expert-answers/sitting/faq-20058005

Jensen, E. (2000). Moving with the brain in mind. Educational Leadership, 58(3).

Kravitz Ph.D., L. (2009). Too Much Sitting is Hazardous to Your Health? . British Medica Journal.  Retrieved from http://www.unm.edu/~lkravitz/Article%20folder/sittingUNM.html

Leslie. (2015). Your kinders are under the tables! {alternative seating}. Retrieved from http://www.kindergartenworks.com/classroom-management/kindergarten-alternative-seating/

McManus, D. (2015). Too much sitting is bad for children The New York Times.(Health).  Retrieved from http://well.blogs.nytimes.com/2015/09/23/sitting-is-bad-for-children-too/

Mercola, D. (2015). Are you sitting too much? Retrieved from http://fitness.mercola.com/sites/fitness/archive/2015/05/08/sitting-too-long.aspx

Nellis, B. (2010). Exercise Balls and Balance Discs Improve Classroom Learning and Benefit Kids with ADHD. One Touch Massage. Retrieved from http://blog.1massagestore.com/2010/06/22/exercise-balls-and-balance-discs-improve-classroom-learning-and-benefit-kids-with-adhd/

Petlak, L. (2015). Functional, Flexible Classroom Seating Options Retrieved from http://www.scholastic.com/teachers/top-teaching/2015/11/functional-flexible-classroom-seating-options

Primal Posture. (2016).   Retrieved from http://gokhalemethod.com/

Reynolds, G. (2015). Gretchen Reynolds on the science of fitness.

Schools, A. C. P. (2015). Flexcible Classrooms: Providing the Learning Environment That Kids Need. Edutopia. Retrieved from http://www.edutopia.org/practice/flexible-classrooms-providing-learning-environment-kids-need

Semnnets. (2015). Letter to parents about flexible seating.   Retrieved from http://mrsemnettsclass.weebly.com/alternative-seating.html

Smith, L. (2014). Forget the neat rows of desks, Michigan Center students stay on task in alternative seating. MLive. Retrieved from http://www.mlive.com/news/jackson/index.ssf/2014/12/forget_the_neat_rows_of_desks.html

Thayer. (1996). The origin of everyday moods.

Wyatt, K. (2009). Stability balls let kids get rid of the wiggles. SFGate. Retrieved from http://www.sfgate.com/education/article/Stability-balls-let-kids-get-rid-of-the-wiggles-3168996.php

 

 

Flexible Seating looks like this

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References and great resources!

Bjorklund, D. F. B., R. D. . (1998). Physical play and cognitive development: integrating activity, cognition, and education. Child Development.

Brekke-Sisk, N. (2006). STANDING ROOM ONLY in classroom of the future. Mayo Clinic Alumni.  Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiazdrbqcjLAhWlzoMKHZKeC_MQFggcMAA&url=http%3A%2F%2Fwww.mayo.edu%2Fpmts%2Fmc4400-mc4499%2Fmc4409-0906.pdf&usg=AFQjCNFRPVbWl19_IdOM8Zn5UTTrGQQDpg

Brekke-Sisk, N. (2015). Standing-room only in classroom of the future.   Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjdqbDdw8PLAhWLw4MKHQhkDkkQFggcMAA&url=http%3A%2F%2Fwww.mayo.edu%2Fpmts%2Fmc4400-mc4499%2Fmc4409-0906.pdf&usg=AFQjCNFRPVbWl19_IdOM8Zn5UTTrGQQDpg

Cindy. (2015). Alternative Seating. Retrieved from http://primarychalkboard.blogspot.ca/2015/11/alternative-seating-classroom.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+PrimaryChalkboard+(Primary+Chalkboard)

Corps, H. (2009). Sitting Too Long Is Bad for Kids’ Health.   Retrieved from https://www.healthcorps.org/sitting-too-long-is-bad-for-kids-health/

Danneman, I. (2014). Six Alternative Seating Options in the Classroom for a Child with Special Needs.   Retrieved from http://www.friendshipcircle.org/blog/2014/11/03/six-alternative-seating-arrangements-for-a-child-with-special-needs/

Delzer, K. (2015). Why the 21st Century Classroom May Remind You of Starbucks. Retrieved from https://www.edsurge.com/news/2015-10-01-why-the-21st-century-classroom-may-remind-you-of-starbucks

Eastman, M., & Kamon, E. . (1976). The effects of emotion on cue utilization and the organization of behavior. Human Factors, 18(1), 15-26.

Emnett, A. (2015a). Alternative Seating.   Retrieved from http://mrsemnettsclass.weebly.com/alternative-seating.html

Emnett, A. (2015b). Alternative Seating This Year! St. Luis, Missouri.

Gardner, H. (1999). The disciplined mind. New York: Simon & Schuster.

Gonzalez, J. (2015). Flexible Seating. Retrieved from http://www.cultofpedagogy.com/flexible-classroom/

James A. Levine, M. D., Ph.D. (2015). What are the risks of sitting too much? Retrieved from http://www.mayoclinic.org/healthy-lifestyle/adult-health/expert-answers/sitting/faq-20058005

Jensen, E. (2000). Moving with the brain in mind. Educational Leadership, 58(3).

Kravitz Ph.D., L. (2009). Too Much Sitting is Hazardous to Your Health? . British Medica Journal.  Retrieved from http://www.unm.edu/~lkravitz/Article%20folder/sittingUNM.html

Leslie. (2015). Your kinders are under the tables! {alternative seating}. Retrieved from http://www.kindergartenworks.com/classroom-management/kindergarten-alternative-seating/

McManus, D. (2015). Too much sitting is bad for children The New York Times.(Health).  Retrieved from http://well.blogs.nytimes.com/2015/09/23/sitting-is-bad-for-children-too/

Mercola, D. (2015). Are you sitting too much? Retrieved from http://fitness.mercola.com/sites/fitness/archive/2015/05/08/sitting-too-long.aspx

Nellis, B. (2010). Exercise Balls and Balance Discs Improve Classroom Learning and Benefit Kids with ADHD. One Touch Massage. Retrieved from http://blog.1massagestore.com/2010/06/22/exercise-balls-and-balance-discs-improve-classroom-learning-and-benefit-kids-with-adhd/

Petlak, L. (2015). Functional, Flexible Classroom Seating Options Retrieved from http://www.scholastic.com/teachers/top-teaching/2015/11/functional-flexible-classroom-seating-options

Primal Posture. (2016).   Retrieved from http://gokhalemethod.com/

Reynolds, G. (2015). Gretchen Reynolds on the science of fitness.

Schools, A. C. P. (2015). Flexcible Classrooms: Providing the Learning Environment That Kids Need. Edutopia. Retrieved from http://www.edutopia.org/practice/flexible-classrooms-providing-learning-environment-kids-need

Semnnets. (2015). Letter to parents about flexible seating.   Retrieved from http://mrsemnettsclass.weebly.com/alternative-seating.html

Smith, L. (2014). Forget the neat rows of desks, Michigan Center students stay on task in alternative seating. MLive. Retrieved from http://www.mlive.com/news/jackson/index.ssf/2014/12/forget_the_neat_rows_of_desks.html

Thayer. (1996). The origin of everyday moods.

Wyatt, K. (2009). Stability balls let kids get rid of the wiggles. SFGate. Retrieved from http://www.sfgate.com/education/article/Stability-balls-let-kids-get-rid-of-the-wiggles-3168996.php

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Flexible Seating Poetry Unit & More!

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This unit for grades first, second, third, and fourth, contains a letter for parents about Flexible Seating, its importance and how much students love it, need it, and deserve it. It also contains a beautiful poetry unit where students can become poets while expressing how happy and grateful they feel for having the opportunity to have a kid-friendly classroom. Love, Mrs. Jimenez

• The cover of the unit and letters come with a boy and a girl. You might want to prepare the packets ahead of time according to the gender of your students.
• Wait page: have your student explain what flexible seating is in their own words!
• What is flexible seating? Have your students complete a short sentence about this kind of seating.
• Flexible seating: words, images, and feelings that come mind and when they enter into their classroom now.
• A letter to you thanking you for doing this. Great letter to give to parents and display in the hallway, or even to use with the fundraising of your choice.
• A letter to another teacher who is not yet into flexible seating!
• Have your students draw how their classroom looked like before and after you made the changes.
• Have your students make their own word search with the elements they now have in their classrooms.
Enjoy!This unit for grades first, second, third, and fourth, contains a letter for parents about Flexible Seating, its importance and how much students love it, need it, and deserve it. It also contains a beautiful poetry unit where students can become poets while expressing how happy and grateful they feel for having the oportunity to have a kid-friendly classroom. Love, Mrs. Jimenez

• The cover of the unit and letters come with a boy and a girl. You might want to prepare the packets ahead of time according to the gender of your stduents.
• Wait page: have yourr student explain what flexible seating is in their own words!
• What is flexible seating? Have your students complete a short sentence about this kind of seating.
• Flexible seating: words, images, and feelings that come mind and when they enter into their classroom now.
• A letter to you thanking you for doing this. Great letter to give to parents and display in the hallway, or even to use with the fundraising of your choice.
• A letter to another teacher who is not yet into flexible seating!
• Have your students draw how their classroom looked like before and after you made the changes.
• Have your students make their own word search with the elements they now have in their classrooms.
Enjoy!

https://www.teacherspayteachers.com/Product/Flexible-Seating-Unit-Poetry-Activities-Letters-to-parents-and-teachers-2433078