For example, it would be difficult to form small group discussions in a classroom if all the chairs were bolted to the floor. On the other hand, by having moveable chairs or cushions the physical aspects of the classroom would be supportive of this desired instructional behavior. Common sense and our experience tells us that if you have the physical environment of the classroom supporting the desired behavioral outcome, better outcomes will result than if the physical environment works against the desired outcomes. The notion of manning theory refers to the filling of essential social positions within a behavioral setting. Both men and women, boys and girls can fill essential positions, so the concept is not intended to refer to males only.
Settings can be undermanned, overmanned, or optimally manned.
Instructors are well aware of the manning phenomenon. On the other hand, if two students attempted to put together a massive and complex campus wide learning experience, the setting would be undermanned and would probably lead to frustration for the students involved. Viewing the classroom as a behavioral setting along with manning theory allows the linking ofthe various features of physical environment to the processes of learning. The translation of this concept to the college classroom is straightforward in terms of classroom size and available equipment and tools. Instructors know that one television set for a class of 200 will not carry a class video experience.