This paper presents an intervention that seeks to examine how changes to the spatial organisation of traditional classrooms affect the number of pupils able to interact with the teacher, as well as the quality of this interaction. The experimental design allows for investigation of variations between a traditional' and new classroom set-ups. This study focuses on visual relation as well as auditory interaction and pupil movement in the classroom. They are discussed in the context of four primary classroom settings in Uruguay. The method derives from a hybrid approach using photographic and video records, teacher-pupil distance information and interviews with teachers. The conclusions show that alterations to the sitting layout and proportion of the classroom space increase the number of pupils in interaction with the teacher. However, it also suggests that optimising one variable in the study compromises other variables such as possibilities of movement in the classroom. It is suggested that in order to increase the number of pupils in quality interaction with the teacher the spatial arrangement of the classroom needs to be given prominence. Ultimately, the replication of the method across a wider variety of classroom types could help teachers identify areas for early intervention and micromanagement of classrooms as well as help nurture and inform future design decisions.