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<p>Off-seat behavior, defined as students leaving their seats for non-instructional purposes, represents a prevalent yet potentially hazardous challenge in special education settings. Teachers’ limited attentional capacity during instructional delivery often results in the oversight of such behaviors. To address this pedagogical concern, we examined the effects of seating arrangement and teacher experience on detection rate across static and dynamic classroom scenarios—with a sample of 230 special education teachers (95 pre-service, 135 in-service) recruited from Zhejiang Province, China. Key findings indicate: (1) pre-service teachers exhibited higher detection rate in the static scenario, with seating position effects remaining consistent across both teacher groups; (2) off-seat behaviors occurring in front-row seats were detected significantly more often in both scenarios; and (3) individual detection performance showed consistency across scenarios, suggesting intra-individual stability in monitoring ability. These results support the strategic placement of students prone to off-seat behavior in front-row seats within traditional row-and-column seating contexts to enhance monitoring efficacy. By bridging ecological paradigms with attentional theory, this study provides evidence-based strategies for enhancing classroom management while advancing our understanding of how perceptual salience and professional experience jointly shape teacher awareness in complex educational environments.</p>

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Static observation versus dynamic monitoring: the role of seating position and teacher experience in detecting off-seat behaviors

  • 期刊论文

  • 发表日期：

    2026年6月27日

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  • Shuqin Cao,
  • Yan Li,
  • Xiuying Wei,
  • Mengyi Zhu,
  • Hui Zhang

摘要

Off-seat behavior, defined as students leaving their seats for non-instructional purposes, represents a prevalent yet potentially hazardous challenge in special education settings. Teachers’ limited attentional capacity during instructional delivery often results in the oversight of such behaviors. To address this pedagogical concern, we examined the effects of seating arrangement and teacher experience on detection rate across static and dynamic classroom scenarios—with a sample of 230 special education teachers (95 pre-service, 135 in-service) recruited from Zhejiang Province, China. Key findings indicate: (1) pre-service teachers exhibited higher detection rate in the static scenario, with seating position effects remaining consistent across both teacher groups; (2) off-seat behaviors occurring in front-row seats were detected significantly more often in both scenarios; and (3) individual detection performance showed consistency across scenarios, suggesting intra-individual stability in monitoring ability. These results support the strategic placement of students prone to off-seat behavior in front-row seats within traditional row-and-column seating contexts to enhance monitoring efficacy. By bridging ecological paradigms with attentional theory, this study provides evidence-based strategies for enhancing classroom management while advancing our understanding of how perceptual salience and professional experience jointly shape teacher awareness in complex educational environments.