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Easy on creating a positive classroom environment
Interaction between teacher and student
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According to Ambrose et al (2010), classroom climate is the “intellectual, social, emotional and physical environment in which our students learn” (Ambrose et al, 2010, p.170). Classroom climate is established by the various interacting factors that comprise teacher-student interaction, student-student interaction, the tone the teacher uses in class, and the way the content is delivered in class. The concept of classroom climate absorbs the idea to establish and maintain a positive context that helps learning to take place in the class. However, in reality, classroom climate ranges from toxic to supportive and can change on a daily basis and throughout the academic year.
Classroom climate is believed to be an important aspect of schooling in order to determine the classroom behaviour and learning taking place. Having a good understanding on how to
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Fraser (1998) and Freiberg (1999) support that there is a strong impact between the achievement levels of learners and a positive classroom climate as they have a “greater cohesion and goal-direction, and less disorganization and conflict” (Fraser, 1998; Freiberg, 1999). They also said that it may also impact greatly on students from low-income families and groups that are discriminated against. This is true because if there is discrimination in class, the teacher will be unable to deliver his lesson as he should be and also, the learning environment would become a toxic classroom climate.
In order to promote a positive classroom climate, a proactive approach needs to be adopted with respect to enhancing
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
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
My classroom goal is to develop a positive learning environment, in order to develop a positive learning environment I must individually create a positive relationship with every one of my students. To develop a positive relationship with the students I will be compassionate, respectful, thoughtful, and welcoming to every student in my classroom. Every day I will greet my students at the classroom door welcoming them to bran new day. I believe in this small daily effort because it will help set the foundation for my students and I to create a positive relationship. I will have a morning routine of sharing “good things” this will be time we set aside every morning to ...
Implicit in this research is a social constructivist ontological position. Social constructivism views human society as simultaneously subjective and objective; as human interaction creates and sustains an individual’s knowledge about the world. Furthermore ‘meaning is the product of the prevailing cultural frame of social … persons and groups interacting together in a social system form, over time, concepts or mental representations of each other’s actions. These concepts eventually become … is embedded in society” (Galbin, 2014). This research emerges from a belief that the fundamental challenge for bullying prevention is discordant attitudes, beliefs and values across levels of the school community. It is founded on the position that people
As a new teacher preparing to embark upon what I hope will be a long-lasting, rewarding career in education, I want to create an inclusive, stimulating and collegial climate in my classroom. I plan to make sure that all my students feel valued, and contribute actively to the knowledge, interactions, learning and interests shared by the class. However, I appreciate that as a new, inexperienced teacher I could encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although systems will operate in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations, and experiences success at school regardless of the school context.
Explaining Objectives “ The Learning Climate is an important lens through which to view the classroom because of its effects on how teachers teach and students learn.” This is the proper way learning climate is describe, but the way I see learning climate is a structured system that helps the teacher excel in their teaching so their students can get the best education possible. Learning Climate is made up of three dimensions, Institutional Roles and Expectations, Individuals Personalities and Disposition, and Classroom Climate. My way of explaining what Institutional roles and expectations is that it needs to be broken down into two different things, but both things connect.
Much of what is taken for granted in schools today are the things that will form the foundation for lifelong achievements of students. The imperatives are not only for schools to achieve top GSAT scores or have a group of students transitioning to traditional high schools, but to ensure that all the students that pass through the system are mold, shaped and equipped with the appropriate skills that will prepare them for life. Such skills include the ability to think critically, communicate well and work effectively in a team. If students are taught how to live and work together, they will be able to function harmoniously in a group, (Baker, 2006). A sustainable positive school climate fosters holistic development which is necessary for a productive contributory and sustainable life in a democratic society, (National School climate council, 2013.)
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.
The aim of my study is to find the importance of School Culture in the development of future of the students studying in a school. In the past years, many studies has been done by different people to find the role of school culture in the life of students, teachers and parents.
As discussed throughout this paper we build our classroom management plans based on our past experiences, our knowledge, our professional learning and our very own personal reflection. The importance of our beliefs, values and our philosophy play a major role in our planning. I, personally have a strong desire to support students who are often labelled ‘troubled’ and ‘the naughty child’, I believe there are reasons behind why students misbehave and strive to do my best as an educator to engage students through positive reinforcements as discussed and continue to put in place preventive practices. Building our own positive learning framework is key to a successful classroom. Even throughout our ongoing experiences we may adapt to other methods, theories and even values according to our journey as a teacher. Even as teachers we will always be learning and continue to perfect our individual
...n improve student engagement. According to the studies in the United States and in China, researchers have proved this. In the United States, there are many studies about it. Positive school climate can increase students’ attendance[7],and engage students in learning[8]. And in both the United States and In China, there are the similar results, that positive school climate can improve students’ self-esteem.[9] Above studies explains that positive school climate can improve students engagement.
Compton and Hoffman described positive schools as being “caring communities that are built around cooperative relationships” (2013, p. 269). Research has shown that our brains are designed for social relationships (Wilson & Conyers, 2011a), and people learn language and thinking skills best in the context of a positive relationship (Willingham, 2009). In Thinking for Results, Wilson and Conyers stated that, “More than any other element of education, the teacher makes the largest difference in the amount of student learning” (2011b, p. 11). By encouraging positive relationships between teachers and students as well as students with other students, the classroom environment will not only be more enjoyable but will also help students to learn
Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management: Creating Positive learning environments. South Melbourne: Cengage Learning.
Firstly let’s examine factors within the classroom, for instance physical condition. Physical condition refers to the environmental factors affecting teaching and learning in general. This accounts for essentials such as equipment, textbooks, stationery supplies, study material, classroom, electricity and water. Thus these are important in ensuring productive
During the first day of school, a variety of different students enter the classroom. These students are excited and nervous, they have their parents by their sides who are observing the classroom walls and arrangement. From the minute the students enter the classroom, students are observing the classroom environment and notice the everything. Everything in the classroom needs to have a purpose, but provide a pleasant environment. When preparing and organizing the classrooms, teachers need to consider the different variables that impact the classroom. Classrooms can be disorganized if the walls are cluttered and have no meaning The organizations of the desks, the wall decorations, and the seating arrangements significantly impact the physical environments. Students are like sponges, they soak up everything that surrounds them. In the article A comparison of actual and preferred classroom environments as perceived by middle school students in the Journal of School Health stated “studies have shown that classroom environments are closely related to a number of aspects of student