The Classroom Environment
"The concept of classroom management is broader than the notion of student discipline. It includes all the things teachers must do to foster student involvement and cooperation in classroom activities and to establish a productive working environment"
Julie Sanford, Edmund Emmer, and Barbara Clements (1983) "Improving Classroom Management" Educational Leadership
Photos used under Creative Commons from woodleywonderworks, woodleywonderworks
Providing an environment conducive to learning is the first step in giving students the best opportunity to succeed. If the students do not feel comfortable and safe in the classroom environment then inappropriate behaviours are more likely to occur.
In the 'Dimensions of Learning' (DoL) Framework , Marzano and Pickering (1997) identify 'Attitudes and Perceptions' to be of vital importance to a successful classroom climate. In my own experience with both adults and children as students it is very clear that when students perceive tasks to be worthwhile and interesting they will be much more committed to staying on task and inappropriate behaviour is minimal or non-existent. There are several strategies in this framework that offer practical and meaningful ways to help students develop positive attitudes and perceptions and I have outlined some ideas of how to do this below.
These two main areas identified by Marzano and Pickering are :
"1. Helping Students Develop Positive Attitudes and Perceptions About Classroom Climate
Keeping all of this in mind when planning tasks and communicating with students you will be promoting an environment where students feel at ease and believe in their ability to succeed.
Some practical suggestions based on this that I believe are very useful are:
Julie Sanford, Edmund Emmer, and Barbara Clements (1983) "Improving Classroom Management" Educational Leadership
Photos used under Creative Commons from woodleywonderworks, woodleywonderworks
Providing an environment conducive to learning is the first step in giving students the best opportunity to succeed. If the students do not feel comfortable and safe in the classroom environment then inappropriate behaviours are more likely to occur.
In the 'Dimensions of Learning' (DoL) Framework , Marzano and Pickering (1997) identify 'Attitudes and Perceptions' to be of vital importance to a successful classroom climate. In my own experience with both adults and children as students it is very clear that when students perceive tasks to be worthwhile and interesting they will be much more committed to staying on task and inappropriate behaviour is minimal or non-existent. There are several strategies in this framework that offer practical and meaningful ways to help students develop positive attitudes and perceptions and I have outlined some ideas of how to do this below.
These two main areas identified by Marzano and Pickering are :
"1. Helping Students Develop Positive Attitudes and Perceptions About Classroom Climate
- Feel accepted by teachers and peers
- Experience a sense of comfort and order
- Perceive tasks as valuable and interesting
- Believe they have the ability and resources to complete tasks
- Understand and be clear about tasks".
Keeping all of this in mind when planning tasks and communicating with students you will be promoting an environment where students feel at ease and believe in their ability to succeed.
Some practical suggestions based on this that I believe are very useful are:
- Share your own learning experiences with students. Let students know how you have dealt with different learning situations and how your own attitudes have influenced the outcomes. Encourage students to believe in themselves and their own ability to overcome tasks they perceive as difficult.
- Incorporate your own and the students' interests in what you are teaching them and link this to authentic tasks that have value in the real world. As Glasser says (1998a: 44 as cited in Porter, 2000, p.145) "students will be motivated to do high quality school work only when it meets their needs". So we need to motivate students by showing them how the work will help them in their lives and making sure it is of interest to them. As Glasser also says, (199813 as cited in Porter, 2000, p. 146) "you have to sell the curriculum so that the students see that it is worth learning but, in convincing them, you cannot force them to learn it, as that would reduce their motivation". If the students see tasks as valuable and interesting, we should not have to force them to want to learn, but they will have intrinsic motivation to do so.
- Give students real examples of people you know, whether they be personal friends or acquaintances, or famous people and how they have achieved success, particularly those who had to overcome difficulties at school. In his book 'The Element" by Sir Ken Robinson, there are several examples of people who have achieved great success in their lives from following their goals. There are some good examples in this book to share with students how what they are learning now can benefit them later in life.
- Get to know your students - take the time to find out their interests, fears, favourite school subjects, and what sports or other out of school activities they like. Develop a relationship with them that shows you are genuinely interested in them. For more practical suggestions on the teacher-student relationship click here.
- Have positive expectations every day you arrive at school, of the students and yourself.
- Ensure you include all the students in your class discussions and activities during the day.
- Cater for and celebrate diversity. Incorporate activities and topics that allow students to learn about and appreciate other cultures.
- Acknowledge the contributions of all students, whether they are significant or not. The fact that a student is prepared to take risks by answering, even if they are incorrect, is something to encourage. The last thing you want is for them to give up due to fear of failure.
- Be aware of the comfort needs of your students. Allow breaks and stretching, physical activity and play music when appropriate. Students of any age, including adults, will often need frequent breaks to remain alert and feel motivated. It is important to find out from your students what makes them feel comfortable in their learning environment and then have a variety of ways to cater for the different needs of the students. This will help give them a sense of comfort and order as described by Marzano and PIckering (1997 p.23).