In my classroom, half of the room contains student desks and the other half contains laboratory tables and stools. There is an unwritten rule in the classroom that lab tables are reserved for labs or any teacher requiring student work time. Students don't sit in labs “just because.” This method of structure helps me keep track of who is where in the learning process. Students in the lab indicated that they were working on the day's collaborative activity. Those students sitting at their desks are still working on the day's assignments. For one unit, I allowed students to choose where they felt most comfortable sitting at the end of direct instruction. To keep track of where students are at, I would ask for a show of hands who has completed a certain percentage of an assignment. Given the nature of science, the ability to sit at a table and collaborate with peers has been shown to increase student engagement in the class. However, students who worked best alone did so. Each student had the opportunity to move around the room as needed to move away or closer from their peers in order to achieve the learning environment that worked best for them.