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Classroom Environment
To create a positive classroom environment for my second graders, I try to frame everything in terms of what they should do, rather than what they should not do. We use the Responsive Classroom approach in our school, so the first six weeks is devoted to establishing classroom rules and procedures. The children are encouraged to take an active part in this process. During the first week of school, we create a big poster that shows the classroom rules. Each child signs it before it is put on permanent display, so it serves as a contract as well. By second grade, students understand that teachers have expectations. Children know how they are supposed to conduct themselves in the classroom, in the halls, in the lunchroom and on the playground -- even if they do not always do as they should! We spend time at the meeting circle discussing the rules we want for our classroom. If a child volunteers "No hitting!" we work together to reframe that rule using positive language, such as "Keep your hands to yourself" or "Treat others as you would wish to be treated." Children tend to think of rules...
The rule-making is a long process because there is so much discussion and sharing of examples of both positive and negative behavior. However, the rules become theirs, not the teacher's, and they are much more invested in following them. I believe this practice has a positive effect on behavior because we spend time discussing the reasons for our rules. There are no rules for the sake of rules.
When the first bell rings in the morning, I greet every child as he or she walks into the classroom. After the first few weeks of school, children are very familiar with the routine and know they come in, after having put their backpacks in their lockers, make a lunch choice, turn in any homework, then begin morning work already at their tables. I have to provide a lot of reminders the first months of school and of course there are always students who need reminders throughout the entire school year. I try to keep my interactions with early arrivals short so I can continue to greet each student who comes in the door.…
Positive Class Room Environment Positive Classroom Environment Grade Course This report is about building class room environment for school students. In addition to the general concepts about class room environment, the report focuses on a particular issue and presents its solutions in the light of concepts and practices prevailing in the literature of building class room environment. There is a scenario of school class consisting of students who age is between 12-14 years. It
Some teachers make the mistake of providing too comfortable of a classroom environment for their students, which students find too distracting and the students only want to socialize with other students and the teachers. Regardless of whether or not a teacher occasionally socializes with their students, it's important that the teacher remains a mentor and an authority figure to the students. Nothing should interfere with the process of learning. That
Classroom management theories including learning behavior theory are the foundations through which teachers can develop emotionally safe classroom where all students can learn. For instance, learning behavior theory helps in creating suitable instructional interventions for management of routine misbehaviors, increasing intrinsic and extrinsic behavior, and encouraging positive social interaction, self-motivation and active engagement. An example of a situation that could benefit from the use of learning behavior theory is Carol's
Students with special needs are at an increased risk fro having low self-esteem which can often impact their potential for achievement. The best way to overcome this is to reinforce students with positive behaviors and help them work through challenges they may be facing daily. Glasser (1984) developed a theory that suggests that students need to be taught to control their behavior in order to succeed, and thus the role
It's long been a challenge in pedagogy to find a way to meet the needs of a diverse classroom; students have always presented a range of different cultural, linguistic, social and socioeconomic needs and backgrounds. In fact, in the academic research paper, "Culturally Responsive Differentiated Instruction" by Santamaria, it was found that ultimately, "The best teaching practices are those that consider all learners in a classroom setting and pay close
Identity vs. role confusion occurs from age 12 to 16. This is when the individual will discover fidelity, their sexual identity and they will begin to assume social / occupational roles. Intimacy vs. isolation is when the individual learns to have deep feelings of love and will often become parents. This will last from 18 to 30 years old. ("Personality Development," 2012) (Pressley, 2007) Generativity vs. stagnation will last from