What was the ideal seat in a classroom?
Some students prefer sitting in the front, others at the back, and some find the middle works fine. Seating arrangements are quite important in school. It may sound trivial, but students do care about where they sit.
But why is seating important?
From a teacher's perspective, it helps keep things organized by simplifying the process of locating students, managing recitations, taking attendance, and monitoring behavior. That was one of the reasons seating arrangement could benefit the teacher.
On the other hand, seating can also affect a student's mood depending on their spot. A seat can become their station, where comfort matters. Is it hot? Is the sunlight too intense? Can you see the front properly? Or perhaps you want to avoid drawing the teacher's attention? Factors like that are important to the student's preference of seat. What else is, there's a seat that can be a blind spot from the teachers. Thus, different seats offer various advantages, making the arrangement beneficial in its sort of way.
Speaking of benefits, the three mentioned spots—front, back, and middle—each position has its advantages. Being at the front allows you to see and hear clearly. In the back, there are two benefits: you're one of the last to be called during recitations and your spot may sometimes be overlooked by the teacher, creating a blind spot. Lastly, sitting in the middle combines the benefits of both positions. It provides a clear view and good hearing of what's happening in front, while it also offers some degree of being overlooked. It's a balanced choice overall.
Aside from those three, there are a couple of other good spots. One example is the infamous 'Protagonist' seat, often found beside the window, it's likely referenced in K-dramas or anime. Although it's a cliché, it's a desirable spot because it offers a great view and fresh air. Another favorable spot is the seat close to the door. This location is valued for its easy access to the door, making it convenient for late arrivals. Being near the door makes it easier to quickly take a seat or slip in unnoticed if you're running late.
These factors can influence students' seat preferences. However, those seats only stay within students' preferences; ultimately, the teacher decides where each student sits, and that's the sad truth. Nevertheless, the assigned seats can impact students, influencing them through both benefits and social factors.
In addition to the benefits of a seat's location, another important factor is who your neighbors will be. While seating arrangements may not concern the teachers, students are conscious of who sits around them. An example of that was a noisy type of person. Being seated next to that person can be irritating, right? This applies to various people, such as bullies or popular students. And others can create either positive or negative interactions. However, that all depends on the personality of the people around you, which can lead to either getting along or experiencing tension.
See now the importance of seating arrangements. It may not sound like a big deal, but it's not something to take lightly.
But why address this topic now? The reason for that was…
"Okay, class, we will be discussing your seating arrangements," Ma'am Miranda announced as she entered the classroom. This was likely what she had mentioned earlier and was set to discuss today, making it the perfect topic for homeroom.
Once she confirmed she had the class's attention, she continued, "Not only that, we'll also be talking about who should be the class officer."
Another thing to consider was class officers. A class officer is similar to an SSG but on a smaller scale, as their responsibilities are limited only to their classroom. Thus, their role is to manage the section.
"In one week, use this time to get to know each other. Observe and analyze the impressions of your peers and make connections with them. For those interested in running for class officer positions, this is a chance to promote yourself. Then, on Friday, we will conduct the election to choose the class officers. If not, perhaps hopeful, we could arrange your seats by then."
An announcement of an election could be said based on what the teacher declared. It is similar to a regular election in that it involves promoting oneself, much the same as campaigning. This process allows candidates to explain why they should be voted for and demonstrate their suitability for the role. Each officer or member has specific duties: one might handle finances, another might maintain order, or one could take on a leadership role and manage various responsibilities. Being a class officer entails significant responsibility and involves serving as a role model within the class.
"Again, by Friday, we will select the class officers. However, the seating arrangement will be addressed earlier than that. So, are there any questions regarding the class officers or the seating arrangement?"
Prompting the class to ask a question, Ma'am Miranda was met with silence. However, it didn't take long before someone raised their hand.
Seeing the hand slowly rise, she took notice of the person.
"So, you have a question?"
"Ah, yes... it's about the seating arrangement."
"Go on, what do you want to know?"
"Ma'am, you've mentioned that you'd give us time for the seating, right?"
"Yes, I said you'll have time this week, but it will be before the class officer."
"Okay, so by giving us time, does that mean we'll be the ones choosing our seats?"
Today was Tuesday, and the class officer selection was scheduled for Friday. Considering that, they had three days left including today, before that day. Given the time to familiarize themselves with each other, it's no wonder this person concluded that they would be choosing their seats.
"Hmm, that's not quite the case. I'll still be deciding on the arrangement. However, you can influence the outcome in some way."
"Really? How can we do that?"
"It's up to you to figure it out."
"..."
Ma'am Miranda didn't offer any explanation for her statement whatsoever. She wanted the students to figure it out on their own. After all, the answer should come from discovery. Ma'am Miranda likely wanted her class to use their brain for a little—not saying it as an insult—but as a way of encouraging thoughtful consideration. But this is just a guess; it's unclear what Ma'am Miranda's thoughts are, to begin with—since she hasn't given any hints.
"Got any more questions besides that?"
"No, that's all, ma'am."
"Then how about the others? Is no one else going to ask questions except for him?"
No follow-up question was issued after that, and once again, Ma'am Miranda was met with silence from the class. Realizing that no further questions were coming, she said, "If not, then I'll give you all this time to talk things out," concluding the class and leaving earlier than expected interval time.
And so, once again, they got abandoned.
Why leave early? Is it a test? This question would resurface again, just as it had before. However, that wasn't the case this time, as they had learned from a similar scenario earlier and figured out that Ma'am Miranda wasn't testing them.
Since Ma'am Miranda encouraged the class to use the time for discussion, they followed her instructions. However, it wasn't a formal discussion; instead, it was more of a casual chat within their respective groups than as a whole class. Their topic is somewhat aligned with earlier discussions, as they were interested in seating arrangements and class officers. They talked about where they wanted to sit and who they wanted to sit with. As for the discussion about class officers, some jokingly suggested nominating others or volunteering to run for the positions. It was something like a common talk with friends.
Even though the class became rowdy, they maintained a good student attitude. Their noise level was moderate, and they thoughtfully avoided clustering messily in one spot. It looked like a normal class having activities.
However, they might still be wondering if Ma'am Miranda was testing them. They also considered the possibility that she might suddenly return. Although she didn't return after the first subject, they thought it was best to limit their behavior in case she unexpectedly reappeared. This is just a hypothesis, and it's uncertain whether the students feel this way or whether Ma'am Miranda will return.
Regardless, minutes passed, and the students still maintained their tamed demeanor. Nothing happened—just casual chatting about the current topic, occasionally shifting subjects when bored. But this uneventful scene was shortly ended when someone stepped before the blackboard.
"Everyone, can I have your attention?"
At her request, all eyes turned to the person in front—this person was a girl, none other than Frias.
"Um… what is it, Frias, right?" one of the classmates asked.
"Well, it's about the class officers. I'd like to nominate myself for class president," she declared confidently in front of the class.
"O-okay, feel free to run."
"I will. However, I want your support. But don't get me wrong—I'm not forcing you all to vote for me. Since some of you might want to run too, I want this election to be fair and square. So, I ask that you take the selection of officers seriously. Do you all understand what I'm saying?"
"I understand. We'll keep that in mind."
"So, if anyone wants to run, don't be shy to step forward."
The matter proceeded better than expected. At first, it was thought to be awkward, but they managed to understand each other. It went quite smoothly, likely because Frias handled it well. This demonstrated how serious she was.
"But does anyone want to run?" one of her classmates asked.
"Oh, I'm sure someone will, I can feel it," she replied.
Hoping someone would have the courage to step up, suddenly, someone raised their hand.
"I want to run as well," he said.
The classmate was a male.
"And you might be?"
"Oh, the name's William Kaldres."
"Okay, Kaldres, what position do you want to run for?"
"Well… the same as you."
"Oh, I see. You're running for president as well? Then I recognize you as a competitor. Let's make this election fair and square."
"Same."
"Alright, other than him, is anyone else interested in running?"
Asking the class once again, she was met with silence. Despite the two of them being passionate about the matter, it seemed the others didn't share the same enthusiasm. The lack of response suggested that the others were hesitant or indifferent to running for class officer.
"It looks like it's just the two of us competing for class president," said her rival.
"If it's even not being the president, what about other positions like vice president or secretary? Is no one interested?" she further explained.
After saying all that, she still hadn't received any response from the crowd. There was only silence as everyone looked at each other, waiting to see if anyone would stand up.
"They're probably intimidated by the competitive atmosphere," said her one and only opponent.
Calling it 'intimidated' seems odd without any evidence to support his guess. Moreover, they likely don't want unnecessary attention. They're merely just ordinary students, and usually, this issue isn't a big deal for them. They think it's best to leave things as they are, believing the situation will resolve naturally as the election progresses.
"That… might be the case, but I can feel that someone will eventually step up and do their best to achieve something higher."
"Is that the reason you want to be a class officer?"
"Maybe."
Even though it's just a simple role in the class, Frias takes it seriously. Her classmates, however, haven't given it much thought and are merely going with the flow.
"I see. If that's the case, perhaps you also want to… no, never mind."
"How about you? What's your reasoning?"
"Hmm, probably the same as yours."
"... Is that so?"
Frias looks into Kaldres' eyes, and he meets her gaze back. It's not something like a menacing glare or a look of doubt, yet they continue staring at each other. The meaning behind their gaze is unclear, as is the source of their determination for a mere classroom president position.
"Um… I would also like to run as well."
Their staring contest ended quickly when someone raised their hand.
"Oh, Cabanas, you want to be a class officer?"
Frias posed a question in surprise, and even Jose reacted the same way.
"That's right."
"Running for president?" asked Kaldres.
"Oh, no, I'll be running for peace officer."
"It's good that you're running, but do you know what a peace officer's role is?" Frias asked with concern.
"Yeah, I do. Its role is about bringing peace within the class, right?"
"Well, you're not wrong, but there's more to it than that."
A peace officer's job is indeed to maintain peace in the class. More precisely, it involves ensuring that students behave appropriately. Their role includes monitoring and punishing students' misbehavior. Although 'punish' might be too harsh a word—it's likely more about scolding than actual punishment. Peace officers also manage disputes within the class, talking things out and resolving problems, making them one of the most important roles in the class.
"I'm well aware of that," Adrian said.
"So, do you still want to be a peace officer?"
"I'll try my best."
Adrian's words sounded hesitant, but his resolve was evident. Seeing his determination, Frias recognized his commitment and approved his participation.
"I suppose I'll leave you with that."
"I'll do what I can."
In this case, it doesn't need someone's approval to be able to run for class officer. Even so, it's still great to have someone recognize your determination.
With that single person standing up, it is as if the start of a sign of good luck. Where, even with little confidence, some of the classmates began to raise their hands.
Some students aiming for positions like secretary or treasurer, while others are considering running for president.
"Guess there's more than one competitor after all," Kaldres said.
"That's great. I'm glad they're at least trying."
Despite it being a small scale, Frias hopes that everyone doesn't take this officer picking lightly.