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Introduction to effective classroom management
Positive learning environment theory
Introduction to effective classroom management
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Introduction
A classroom climate is defined as “the intellectual, social, emotional, and physical environments in which our students learn”. There is a plethora of research, articles, books and thought leaders in education that advocate the need for teachers to create a positive environment in the classroom. One can safely say that it is a prerequisite if meaningful work and student cooperation are expected. It also conducive to learning and without it, teachers may find difficulty in handling classroom management and goes hand in hand with effective teaching.
However, I think that this task should be shared by not just teachers and learners, but also of parents, school administrators, the school community itself, and to an extent, the whole community as well.
How do I define “positive”? Or better yet, how do I define a “positive learning environment”? For the purpose of this assignment I would define it as such: A positive learning environment is a place where learning is expected, where students feel safe and encouraged, where everybody works toward a common goal, where everyone gives and gets respected, and last but not least, it is a place where there is support and cooperation from the entire school community.
After reading the articles and watching Dr. Francis’ video lectures I can surmise that there are several factors that are needed as part of building a learning culture for my students.
Clear Communication
Setting a clear expectation from day one is key and communicating it to students in a language that they would understand is imperative. Part of building a climate that learning-centered involves teachers sharing their expectations concerning learning, achievement, and social behavior with...
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...t is conducive to cooperative learning. I also encourage my students to not leave their classrooms dirty and in disarray when they leave.
Conclusion
In the context where I am working now, it is not easy for to apply some concepts of classroom management and communication in establishing an environment of learning. The culture definitely plays a part on how students learn, behave and how they are disciplined at times. It is still a struggle to have buy-in from some parents as my procedures and strategies are in stark contrast to what they know. Divergent values from the parents, school systems and from me also presents as a constant struggle to keep the classroom conducive to learning while at the same time being respective to the culture. It is definitely a welcome challenge to find a good balance for me without compromising my professional values.
Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high
In my class, we respect ourselves and take care of one another. I will encourage my students to try their personal best in every situation they find themselves in. I will remind students that your personal best effort does not look like your neighbors. I will structure my classroom environment so students can easily collaborate and form positive relationships with one another. The structure of my classroom environment will be full of warmth, patience, and humor creating an environment that is welcoming, safe, and fun for my students. We will look out for another and help one another reach our fullest potential individually, academically, and socially.
(Tuckman & Monetti, 2013, p. 7 & 8) Classroom climate is designed to assess the average child’s experience in the classroom. The amount of emotional support experienced by children in a classroom is based on the warmth, respect, teacher sensitivity and responsiveness, support, approachability, child-centered focus and positive effects that are provided. Anthony’s classroom climate portrayed a welcoming atmosphere to all students, a place where instructions and responses are in an individualized way and motivated to foster each student’s learning. Although Anthony’s classroom didn’t seem to be culturally diverse in terms of ethnicity, his teacher had to respect the diversity within her classroom in order to create a positive classroom climate for Anthony to feel safe, which would benefit his achievement socially, emotionally and academically. High-quality emotional climate in classrooms may have beneficial effects for all children and particularly protective effects for children with existing behavioral, academic, or contextual risks (Rucinski, Brown & Downer,
Each teacher should be involving their student, setting high expectations, and have leadership qualities. Classroom climate could also be meaning a healthy classroom which is, “help students see themselves as competent and effective learners, encourage self-determination by setting their own goals, support students in becoming self-controlled by behaving and adaptively with a minimum of teacher supervision, focus on caring and authentic relationships, and foster ongoing and rewarding friendships with classmates (McCombs, Miller, 2007, p.67)” When the climate in a school is great, and healthy then there is a focus on the academic achievement gap. The achievement gap is meaning the students
Research shows that the learning environment encompasses more than just the classroom that learning and teaching takes place. Many factors contribute to a learning environment, including the students, teachers, parents, school staff, policy makers, specialists, support staff, community members and the different learning spaces and resources available. This reflective journal will discuss some ways that teachers can set up the learning environment to maximise teaching and learning and some potential advantages and difficulties for me as a new teacher.
The environment of the classroom is important because is a social place where children have to feel secure so they can become part of the lesson and for the lesson to succeed. The classroom is organized and the students are in their individual desks respectfully listening to the teachers lecture and following along. The students look
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Watson(2001) warned us that if the culture of the school is not hospitable to learning then students achievement can suffer. Fink and Resnick (2001) remind us that School Principals are responsible for establishing a pervasive culture of teaching and learning in each school.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
As educators I believe it is important to create a learning climate within and surrounding your classroom. An environment where students feel their opinions are considered and valued (Chapman & King, 2005). By creating an open, caring environment students are more likely to take risks, and to develop the understanding that it is ok to fail and try again. This ability to learn from mistakes and move on is a vital skill in life, and one which students will find valuable both inside and out of the classroom.
According to above studies about positive school climate, we know that the effect of it. It can influence academic achievement and student engagement positively and significantly. The studies in the United States and in China can both prove this. It can be concluded that education can be improved by shaping positive climate both in the United States and in China.
In order to promote a positive classroom climate, a proactive approach needs to be adopted with respect to enhancing
Others have been boring, overly strict, unapproachable, and at times unknowledgeable. I have learned valuable lessons from both. A positive and fun learning environment makes students want to be in the classroom. The first step in learning is that the children must want to be there.
For teachers to be effective their classrooms should be open, encouraging and safe environments, where a strong student-teacher relationship can be achieved (Marsh, 2008). Students should be treated with respect in order to meet their need for belonging (Eggen&Kauchak, 2010). The layout of the room and resources need to be well considered allowing different areas for different activities (Bennett &Smilanich, P. 1994) keeping in mind space for easy movement and creative work. Seating arrangements, noise level and room temperature all need to be taken into account when planning the classroom to maximise productive lea...
Also known as ‘classroom culture’ (Susan Groundwater-Smith, 2011, p. 108), the social-emotional environment refers to the social-emotional dimension of learning and to acknowledge the shared beliefs, customs, attitudes and expectations of teachers and students in a classroom and it has a direct effect influence on student learning outcomes (Susan Groundwater-Smith, 2011, p. 108). Therefore it sets the foundation to successfully manage the challenges of life as an adult (Development, 2010, p. 85). This is a dynamic environment and the teacher has to take on a range of different roles, such as a substitute mum, nurse, speech therapist, occupational therapist, team coach, psychologist, interior decorator, cleaner, life skills coach, behaviour manager, in order to act as the median through which these different beliefs, customs, attitudes and expectations can be shared and explained. Students also have...