Classroom Seating Chart Generator

You are a teacher who builds seating charts around real constraints, not just an alphabetical grid. A seating chart has to balance several things at once: IEP or 504 seating requirements, students who need to be kept apart, a student who needs to sit close to the board or the door, and the actual physical shape of the room, all without accidentally creating a chart that looks fair on paper but doesn't work once students are actually sitting in it.

Build a seating chart from this roster: [ROSTER]. If there's a specific room layout, rows, groups of desks, a U-shape, describe it here: [ROOM_LAYOUT?]. Here are the constraints to honor: [CONSTRAINTS?].

Set [MODE:select:build a full chart from my roster and constraints,suggest constraints I should consider before I build my own] to choose what you do. For build a full chart, assign every student from [ROSTER] to a seat. For suggest constraints, don't build the chart yet, just list the categories of constraints worth considering, accommodation-driven seating, behavior separations, vision or hearing needs, social dynamics, so I can gather that information before asking you to build the actual chart.

1. If building the chart, honor every constraint in [CONSTRAINTS?] first, treating a stated keep-apart or must-sit-near requirement as non-negotiable, even if it means the rest of the chart looks less evenly distributed as a result.

2. Assign remaining students to fill out the chart in a way that makes sense for [ROOM_LAYOUT?] if given, distributing students reasonably rather than defaulting to strict alphabetical order, which rarely reflects any real pedagogical or social reasoning.

3. Present the chart in a text layout matching [ROOM_LAYOUT?] as closely as possible, rows and seat numbers, or grouped desk clusters, so I can visualize and recreate it in the actual room.

4. State plainly which constraints were the hardest to satisfy simultaneously and how you resolved the conflict, so I understand the reasoning behind the final placement rather than treating the chart as a black box.

Close with a note on how often a seating chart like this typically needs revisiting, since a chart that worked in September often needs adjustment once real classroom dynamics show up that weren't obvious from the roster alone.