I create a more traditional whole group area. I have a carpet area, and then I identify areas where partners are able to work together.

I think about how a student would move around the room. Sometimes I’ll sit in one of the seats and go to various areas to make sure I can move easily. I try to do groups of students so they can collaborate but I also make sure I have a small group place with materials I organize for myself so that I don’t have to disrupt my small group lesson because I forgot materials. I make sure I think about the accessibility to all the materials students will need throughout the day.

I have tried several different layouts that work for me to keep students engaged. I had them in pods and I wheeled around in a small desk chair to several pods during a period. This way I am at their level and I can see how they interact with the others that they share the pod with. I have also designated a teacher table for students who can come and go at their choice to get help with anything they need help with. They can stay 2 minutes to 20 minutes. It gives them some agency over their learning and self-determination. They gauge how much help they need and when they no longer need it.

I often walk around my classroom and imagine myself as a student, sitting in every seat to experience their perspective. This practice helps me quickly identify and address potential barriers to learning, such as obstructed views of the board.

I also prioritize creating a visually appealing yet uncluttered environment. Bulletin boards and wall displays are intentional, showcasing student work or key learning materials. To avoid overstimulating students, I steer clear of excessive decorations and overly bright colors.

I like to think about a "flipped classroom" set up, meaning that their isn't a typical orientation towards the front. I try and create multiple areas for learning whether that be a carpet space, pods of desks (tables), kidney table, or even flexible seating.
Research behind defronting the classroom supports the idea of creating spaces that are less teacher centered and more student centered.

I use furniture to create spaces in my classroom that help to minimize students moving to an area we aren’t currently working in.
This year, I have several students who have never been to school before and are very excited to touch and feel every single thing in the classroom all throughout the day, while the rest of us are doing whole or small group work. I let them explore the first few days just so they could have that opportunity, and then after about five days, I used big sheets and large plastic tablecloths to start covering some of the things up.

My students asked why all of their things were covered up, and I told them it was to help us all remember to focus on doing our very best learning and that we would take the covers off of the fun things when it was time to do that. It’s amazing how much just doing that has helped all of my students focused, not just the few that it was initially intended for. So even though it looks odd to have plastic tablecloth spread out in many areas of my classroom, it has helped many students keep things out of their mind and out of their sight temporarily so that they can focus a little bit better.