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 is French class, to be held once a week for 35 minutes. The school administration has issued a plan of contents to be covered in each period. The teacher needs to cover that contents plan effectively within the time.
The behaviour of students is not much learning oriented. They put the teacher to task and give him tough time in managing class and covering the course contents. In addition to behavioural problems, they also lack in capabilities to learn quickly. Hence the teacher needs to put in extra effort in managing the class. The teacher does not know how to control the students so that win-win condition is achieved.
Hence, the issue is threefold;
Students' learning capability is low.
Students' attitude is problematic.
The teacher is in a fix how to cover course contents.
The report gives an idea about solution to the mentioned issue. It is a detailed report and covers many aspects related to the mentioned issue.
Building Positive Classroom Environment
Positive classroom environment is crucial for students' learning, teacher's performance and institute's image. Knowledge is the core element whose transfer to student's mind is the basic objective of school and any other educational institute. It is, therefore, utmost important that every step should be taken that can make this process easy and efficient. The more pleasant, a class room environment is, the better it is for students, teachers and the overall institute.
It is broad daylight that a class consists of many students who may differ in perceptions, backgrounds, learning abilities and general aptitude. The teacher cannot treat each of the students individually though each of them considers his actions as target to him only. The responsibility of teacher increases manifold when he has to ensure that each student is satisfied with the way he is teaching him and learns whatever is taught in the class.
If the class room environment is positive, the teachers and students can make up the deficiency found in each other's role. For example, if a student is absent from school and have missed the lecture, the supportive climate will compel him to learn that lecture with the help of some other student. If a teacher is absent, the students may have zest to see what the next topic is about and they explore it on their own. It happens most commonly in story books that students are enthusiastic about next story or end of the present story. The process of learning may not hamper if there is any missed either by student or the teacher.
Initial Education and Positive Class Room Environment
In the school days, kids are sensitive about them and notice things quickly. They are in the foundation years of their learning and it is quite possible that this learning experience will live them for their whole life. At times, the thirst for learning more and acquiring more knowledge is also developed during this period. If the teacher is capable enough to drive the interest of students towards his subject, the student may most likely adopt the same subject as his profession. It can also happen that the energy lost in school years may be too difficult to restore at later stages.
It is, therefore, highly recommended in literature and practices that class room environment should be like the supporting the purpose of education imparting and learning. Both teachers and students should be motivated to perform their duties, and perform them willingly. The success of teacher is determined by delivery of students. It may appear little strange at a glance, but it is true. If the students are not happy and giving the teacher tough time, it is obvious that the teacher has not clearly analysed the class to treat them accordingly.
At the initial stages, it is the responsibility of teachers to make the students understand how to learn and what is the positive class room environment. The kids cannot comprehend it themselves. For them, joining school is a change in life and most of them are not ready for it. Even at the age of 12-14 years, when they have got much familiarity with the school, they always need guidance from the teachers to explain them the school policies and requirement to implement them. It happens most commonly that the growing students are curious and as a lot of questions. It is responsibility of a teacher to address their each and every question in a manner that no one feels ignored and the answer is satiable also. There can be many irrelevant and stupid questions as well, but it is the same the students are at school to learn i.e. which question is stupid and which must be answered.
Since there is bog gap between the ages of teachers and students at school, the expectations from school teachers are higher than the ones formed at any other level. Many responsibilities fall in their domain and their level of performance is achieved by the satisfaction and learning curve of the students. No educational institute can rank a teacher high who is not in the good books of students and whose students know nothing about the subject taught by him.
Mediating Factors related to the Mentioned Issue
If the mentioned problem of teaching French class is carefully analysed, many new aspects are revealed which are invisible at a glance. As mentioned earlier, the course contents are finalised by the administration and the teacher plays the role of communicating those contents to the students. The teacher is having issues is performing his job successfully. There are few students who are problematic hence driving total productivity as low.
There is a conflict of interest. The administration wants to get the course contents absorbed by students. In other words, it wants the students to learn French language. It adds to the feathers in the cap of school administration that its students can communicate in French so well. It is a matter of repute. French is not the official language of the school, nor is it compulsory to teach. The administration has started it as an additional language hence the number of classes is limited to one per week that too, with the duration of 35 minutes only.
In order to teach the students learn French in this small class, the teacher needs highly supportive environment so that students focus all their energies on learning French. He wants the students to learn French with minimum effort at his side. But it is not the case for students. They may not take interest in the course and pay no heed to learn an additional language. This is the reason, they try to make fun and play around in the class.
The responsibility of resolving this conflict of interest between the students and teacher and between administration and students is assigned to the teacher. This section elaborates various factors that are giving birth to this conflict and are important to consider for its resolution.
There are many personal factors which are responsible for this conflict. Below is the description of these factors.
Students have different personalities and backgrounds. Their interest in learning French language is also different. Learning language is a tedious and boring job as grammar, pronunciation and spellings are involved. It is difficult to take interest in the complex rules of language formation. Hence, students are reluctant to learn it with zeal and zest.
The teacher may be proficient in French language, hence has been appointed by the administration to transfer this knowledge to the students. The teacher is highly experienced and may have taught many students before. He may have confidence to think to that he has taught so many students successfully, and if these students are lacking behind, it is because, they themselves do not have the capability.
The administration has given one period to French class while other subjects have longer durations and multiple periods. This situation gives an obvious clarification to the students that this course is not important. Furthermore, as they already assume language subject as boring, single class per week support their assumption that it is not an important class.
The common perception by the teacher in this situation is; he is not responsible for the failure of students as he has no time to develop affiliation with the students. The students are not used to his class and bear with him only one in a week. If the administration increases the frequency of his class, it is quite possible that he develops friendly terms with the students and…