How can you create a seating chart that supports ELLs' learning? Some teachers find it successful to seat English learners together. When possible, I try to seat an English learner together with a native English learner and a bilingual student who is fluent in English and the English learner's L1 (first language).
I was able to find information about students' languages by looking on their student page in Synergy. Other attendance/student data programs should have similar information available. When making your seating chart, you might consider a student's CELDT score from the prior year, or the language spoken by their parents. These are not necessarily the best indicators of a student's language ability; certainly, they shouldn't be the only ones. But they might do in a pinch at the beginning of the year. Once you do some assessment and get to know your students well, you can determine more for yourself.
If you are not able to find data on your attendance program, or if you would prefer a more comprehensive picture, get to know your students! You can start with a simple survey. It doesn't have to be invasive or too personal. Just make it clear to your students that you want to help them. I have found it helpful to ask students who they work well with, whether they wear glasses or contacts, and if they are nervous about anything in class. These questions have given me good information that I can use in creating a chart. You might also consider asking students about their customs or background - again, in a way that is as noninvasive as possible and targeted to improve learning.
Another tip about seating charts: there are lots of apps and sites like Smart Seat or Happy Class, but I still like using tiny cut-up sticky notes on a piece of paper! They are easy to move around and give me a good visual of where each student sits. That helps me do a quick attendance check at the beginning of the year when I am still getting to know students' names, and later I can tell if any sneaky students are trying to switch seats.
Knowing where to seat your English learners, and with whom to seat them, can increase their learning. Seat them with someone with whom they are comfortable and can ask questions in their own language if possible, and with someone patient and articulate who can explain complex English concepts.
I was able to find information about students' languages by looking on their student page in Synergy. Other attendance/student data programs should have similar information available. When making your seating chart, you might consider a student's CELDT score from the prior year, or the language spoken by their parents. These are not necessarily the best indicators of a student's language ability; certainly, they shouldn't be the only ones. But they might do in a pinch at the beginning of the year. Once you do some assessment and get to know your students well, you can determine more for yourself.
If you are not able to find data on your attendance program, or if you would prefer a more comprehensive picture, get to know your students! You can start with a simple survey. It doesn't have to be invasive or too personal. Just make it clear to your students that you want to help them. I have found it helpful to ask students who they work well with, whether they wear glasses or contacts, and if they are nervous about anything in class. These questions have given me good information that I can use in creating a chart. You might also consider asking students about their customs or background - again, in a way that is as noninvasive as possible and targeted to improve learning.
Another tip about seating charts: there are lots of apps and sites like Smart Seat or Happy Class, but I still like using tiny cut-up sticky notes on a piece of paper! They are easy to move around and give me a good visual of where each student sits. That helps me do a quick attendance check at the beginning of the year when I am still getting to know students' names, and later I can tell if any sneaky students are trying to switch seats.
Knowing where to seat your English learners, and with whom to seat them, can increase their learning. Seat them with someone with whom they are comfortable and can ask questions in their own language if possible, and with someone patient and articulate who can explain complex English concepts.