Positive Classroom Climate

Why is it important to create a positive classroom climate of caring and concern for all students?

Students learn better when they are comfortable in class. For students to feel at ease and ready to learn, the teacher needs to be armed with the necessary tools to create a positive and comfortable classroom climate. Classroom management and a positive classroom climate go hand in hand. For students to be open to learning, they need a positive atmosphere in the classroom and for this positive atmosphere to exist, the classroom needs to be managed well by the teacher. Class rules are important so that students know what is expected of them but, on a deeper level, there are ways teachers can influence the class environment and positively affect student learning. Students are individuals and teachers need to see them as unique and special in their own ways. Because students can come from different backgrounds, types of families and cultures, teachers need to be aware of who they are and how to celebrate the differences within the classroom. Making each student comfortable and at ease in class will create a positive atmosphere that will make managing the class easier. It is therefore vital to create a classroom environment that reflects the importance of caring and concern for students from diverse ethnic, racial and cultural groups.

To create a positive classroom climate, there are three main ingredients: the role of the teacher, the classroom environment and set-up and teaching strategies.

The Teacher's Role

The teacher is the model who sets the example for all students. From cultural diversity to bullying and gender equality, the teacher must take an active role in creating equality for all students in the classroom. The teacher's attitude and behavior is the first thing students notice. From the first day of class, students can be made to feel at ease with a friendly introduction by the teacher who shares appropriate information about her or himself. If the students feel a connection with the teacher in knowing something about her or him, then they will be more invested in and encouraged to do well in class. The teacher should be consistent, approachable, smile and listen to the students. She or he needs to show respect for each and every one of the students in the class. Starting with the correct
pronunciation of each students name, the teacher exhibits respect for culture and the individual student. The teacher also should be aware of different cultures and the diversity that is within her or his own classroom. There should be an open dialogue about bullying and, again, the teacher must set the example. This can be reflected in the way she or he equally treats all students. Consistency is a key element to showing equality in the treatment of students while also modeling respect for others.

The Classroom Environment & Set-Up

There are several ways a teacher can arrange the classroom and create a welcoming environment. The teacher can dedicate a part of the wall or a bulletin board to the students' work. This enables students to be proud to share their work with their classmates. Another bulletin board can be dedicated to sharing information about their culture, families, background or interests. Letting students have a say in what is displayed in their classroom really helps make it their own space. In addition to students' bulletin boards, the teacher can use other wall space to display symbols representing social messages like anti-bullying posters. These visual messages reinforce the teachers welcoming and accepting behavior she or he wants to transmit to her or his students.

In terms of seating, the teacher can opt for a seating set-up that encourages collaborative work. Placing student tables such a way that allows students to sit around them and face each other, instead of in rows facing the front of the classroom, promotes group work and puts the focus on the students rather than the teacher.


To further ensure a comfortable classroom climate, the teacher invites students to participate in creating certain classroom policies. She or he can work with the students to develop the class rules. With student involvement, the class rules become an active collaboration rather than a passive list to follow. Students are more likely to be engaged and dedicated to adhering to them. Additionally, creating a class plan for anti-bullying with the students, again, involves them in the process and makes it more meaningful and important to them. This idea is highlighted on pages 128-129 of The Art and Science of Teaching by R. J. Marzano

Clearly, rules and procedures do not have to be generated by the teacher. Another option is to devote class time to designing rules and procedures from the ground up. In other words, the teacher shifts responsibility to the entire class for crafting their rules and the specific procedures associated with them. Quite obviously, this takes much more time. The interaction usually begins with a whole- class discussion regarding the characteristics of a class that facilitates learning. The teacher might then organize students into small groups that generate general rules that should govern behavior. In the context of a whole-class discussion, the students and teacher aggregate these lists into a single list. Students then identify the specific behaviors and procedures associated with the general rules. Although opening up the design of classroom rules and procedures to students certainly takes substantial time, it might significantly increase student ownership of the management of the classroom.

A final thought on creating a positive classroom environment for caring and concern would be to have a weekly circle time exchange. This could be at the end of the week or beginning of the week when students gather in a circle with the teacher to discuss how they feel, what went well during the week, what they would like to change in the next days or weeks. It would be an opportunity for students to speak freely and respectfully with each other about themselves or the class.

Teaching Strategies

I believe that the teaching strategies used should aim for everyday inclusion. The teacher should be culturally aware and conscious of gender equity. For example, actively choosing stories or books that represent different types of people and different gender roles. This can continue in the way in which students are grouped--not boys on one side and girls on the other, but group them by birth month or the first letter of their first name.

Also, the types of lessons the teacher does are very important. For example, doing lessons that focus on celebrating these differences  like "All About Me..." (pp. 11-13) or "That's Just For..." (pp. 40-41) in Ready, Set, Respect! GLSEN's Elementary Tool Kit, which give teachers the chance to focus on their curriculum but with added perspective of important social lessons.

In addition to these specific ways to integrate lessons on gender and cultural difference, the teacher can create a positive environment by making it learner friendly. Learner friendly means engaged and involved students. To keep students engaged, the teacher should remember to adapt the lessons when necessary. If he or she sees that they are getting fidgety or tired, the lesson can be paused and student can have a moment to stretch or stand up and wiggle around a little. Engaged students are those who take ownership of their learning. Student-centered and student-directed activities are the best way to to engage students.

The teacher should also remember that giving the students clear and appropriate expectations. If the students know what is expected of them, they will be more likely to rise to meet those expectations. Furthermore, giving students the opportunity to create goals for themselves brings them into the learning process, making it more student directed. The teacher can also provide rubrics for self-assessments, peer assessments and teacher assessments. Allowing the students to have time to reflect on themselves and their classroom experiences and giving them a way to provide constructive feedback will involve them even more in the positive management of the class.

My Thoughts

I was born in Philadelphia but grew up in Texas with parents who were from California. I never fully fit in because I was not born in Texas and that fact was often pointed out to me growing up. In school, there were no efforts made that I specifically remember to include different ethnicities or differences of any kind. Looking back, it seems like the teacher followed the prescribed curriculum and there was not an awareness, as there is today, about the importance of inclusion, acceptance and celebrating differences. I think one of the reasons why I left Texas for my university studies and then went on to travel extensively was because I never felt anchored in Texas. I always felt like I didn't belong. I think about my students today and I wonder if they feel the same thing. I am currently teaching a group of 4th and 5th graders in an American section of an international school in France. Some of the students are American, some are French but lived in the States and some are third nationalities but happen to speak English. I think for this mix of cultures and backgrounds, I need to be very aware of what is going on in the classroom between the students. Additionally, today, I think bullying and cyberbullying are becoming bigger issues among students. I think prevention is the best way to stop it. With my students I will actively speak with them about it, let them know I am an advocate for them and develop an anti-bullying plan with them. I will also follow the outline of ideas set out in this blog. Modeling respect, compassion, friendliness and acceptance in my behavior while backing it up in the physical classroom environment and set-up as well as in the lessons I teach. I need to know my students, make them feel comfortable and do my best to engage them. Students learn best when they are interested, engaged and at ease. My job as teacher is to facilitate and find ways to promote caring behavior and appreciation of differences while allowing my students to accomplish all that they can.

Sources

Clark, D. (2015). Bloom’s Taxonomy: The Affective Domain. Big Dog & Little Dog’s Performance  

Juxtaposition. Retrieved from: http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html

Marzano, R. J. (2007). The Art and Science of Teaching. Alexandria, VA: Association for  

    Supervision and Curriculum Development.  

McGarry, R.A., Friedman, L., Bouley, T. & Griffin, P. (2012) Ready, Set, Respect! GLSEN's Elementary  
Toolkit. Retrieved from: http://www.glsen.org/cgi-bin/iowa/all/educator/index.html

Scharff, A. (2014) PDA Critical Practices for Anti-Bias Education. Montgomery, AL: Teaching Tolerance.  

Retrieved from: http://www.tolerance.org/sites/default/files/general/PDA%20Critical%20Practices_0.pdf

Images (in order displayed):

http://mymusingoflearning.blogspot.fr/2015/10/establishing-positive-classroom-climate.html

https://fr.pinterest.com/tchrsmktplace/tuesday-s-tip-for-teachers/

http://classroomideassoliver87.blogspot.fr/2014/09/setting-up-positive-classroom.html

http://perspectives.ctf-fce.ca/en/article/3064/

https://ioseducation.wordpress.com/2013/05/30/ipads-and-class-room-management/

Mobile Learning

The Big Question

As a teacher, you may wonder whether you should allow or require students to use mobile devices to achieve learning objectives?

My Thoughts

Today's students are digital students. They were born into an era of computers, tablets, mobile phones and interactive boards in classrooms. As a teacher of these digital students, I think it is imperative to include mobile devices in the classroom when possible.

I recently taught a 5th grade lesson on cyberbullying. Most of the students knew what bullying was, but they had never heard of it in terms of online behavior. While, I could have stood there in front of the class and explained what cyberbullying was or made lists on the smart board about good and bad online behavior, I chose to show a video. The video was short, straightforward and age appropriate. They were immediately interested because they already knew the two characters. In watching this four-minute video, all the students had a familiarity with cyberbullying and could have a class discussion about it. The video was followed up by an online quiz to check their understanding. The students scored between 80% and 100%. With this score, I think the video was very effective and more engaging than me talking in front of them. This was a good mobile activity for my class. The video relayed the information in a fun way and the quiz got the students collaborating, communicating and thinking about the video they had seen. 

Ten Reason To Use Mobile Devices in the Classroom

• Interesting and fun
• Game-based learning
• Project-based learning
• Motivational
• Teaches responsibility
• 21st century skills
• Helps differentiate learning
• Prepares students for the future
• Up-to-date
• Global learning possibilities  

 

While there are many benefits to using mobile devices,
teachers need to be aware of the pros and cons of technology
in their lessons so they can best decide if the mobile device is
appropriate or not.

Guiding Principles for Mobile Device Use in the Classroom
 

1. Purpose: Why Mobile?

The teacher must reflect on why he or she is using the device and how it will improve understanding and learning. How does the mobile device enhance the lesson? Will it be a benefit to the students and help them or will it be more of a distraction?

2. Background: Know Your Students

Will this activity appropriately challenge your students? Will your students be familiar with the specific technology? If not, how much time will you need to spend on teaching them how to use it. It seems that most apps, learning games or programs are, generally, pretty easy to use. But, never underestimate the valuable time that goes into preparing to use mobile devices in the classroom. 

3. Prepare: No Last Minute!

Do you have all the necessary equipment? Devices need to be charged to be used, so be sure to check on them well before the lesson to make sure they are fully charged. Is the app, game or program you want to use already on the device or do you need to upload it? Did you test it out first, so that you are very familiar with the activity? What is your alternative plan if it doesn't work? 

4. Goals: Be Clear

When thinking about using a mobile device, be sure you know your goals. Make clear goals for yourself, as a teacher, and clear goals for your students. What are you, as a teacher, expecting to gain from using a mobile device in your lesson? What should your students expect to gain?

5. Standards: Be Appropriate

Is the use of the mobile device in line with your school's regulations?  Does it also enhance the curriculum or standards? Technology can be fun, but it also has to stay within our specific teaching goals. Make sure that it enriches and deepens your students' learning and it is not just an amusing distraction.

6. Practice: 21st Century Skills

21st century skills are crucial in today's world. The more you can bring them into your lessons, the more your students will refine their 21st century skills. Does the mobile device encourage 21st century skills, like communication, collaboration, problem-solving, creativity and critical thinking? Is it learner-centered? 

7. Assessment: Feedback

After using the mobile device, it is important to take a step back and see how it worked or did not work. There are different ways to assess the lesson: student feedback, student reflections and your own observations. During the activity were some things working really well, while others weren't? What could you change or improve? Were the students engaged?

A Few Ideas

Mobile Device Activity #1: Seasons 

If your elementary school class is studying the seasons, you could have them team up and take a mobile device outside to document the changes they see, for example from summer to fall or winter to spring. Then, bring their images back into the classroom,  they can compare their images and look for similarities and differences. Then, you could have them create a digital poster, a slide show or a class blog.

In this example, the guiding principles above are useful to see the benefit of this activity:

1. Purpose: the purpose is clear because the mobile device acts a record, taking photos of objects seen outside the classroom.
2. Background: depending on the age group and what mobile device you choose to use (tablet or digital camera), most school age children are familiar with cameras and how to take a photo. However, this can be easily shown by the teacher or by a team member.
3. Prepare: the most important thing in preparing this activity is making sure you have the correct number of mobile devices and that they are fully charged and operational.
4. Goals: the goal is to collect data.

5. Standards: studying weather and the seasons collates with the core standards at many grade levels, so the teacher can adapt to meet the needs of the standard.
6. Practice: the 21st century skills used in this activity are collaboration, communication, technology skills, critical thinking, flexibility, creativity and interdisciplinary skills.
7. Assessment: student feedback and student reflection

Mobile Device Activity #2: Interviews  

Brainstorm with students about what they like about their school, what they would like to be different and how they feel about their school experience. Have them create a list of interview questions based on the class brainstorming session. Students then team up and, using the created class question list, interview each other with a mobile device--either video or audio recording. Then, students go home and video or audio record interviewing their parents at home. The students can create a video presentation comparing their school experience with their parents. 

Again, the guiding principles above are helpful to see the advantages of using a mobile device for this activity:

1. Purpose: the mobile device is used to recored interviews.
2. Background: using a mobile device, like a tablet, is quite intuitive and is easy for children to use and record information. However, explanations can be given by the teacher or by a partner.
3. Prepare: the most important thing in preparing this activity is making sure you have the correct number of mobile devices and that they are fully charged and operational.
4. Goals: the goal is to collect data through interviews.

5. Standards: this activity fulfills some of the "anchor standards" of K-5:
CCSS.ELA-Literacy.CCRA.SL.1: prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively
CCSS.ELA-Literacy.CCRA.SL.2: integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally
CCSS.ELA-Literacy.CCRA.SL.3: evaluate a speaker's point of view, reasoning and use of evidence and rhetoric
Retrieved from: http://www.corestandards.org/ELA-Literacy/CCRA/SL/
6. Practice: the 21st century skills used in this activity are collaboration, communication, technology skills, critical thinking, flexibility, creativity and interdisciplinary skills.

7. Assessment: student feedback and student reflection

Both of these are good activities because with the help of mobile devices, students are able to get out of the classroom and explore their outside world and to record information in a digital way. These are learner-centered, hands-on activities that encourage students to use many 21st century skills.

In the End     

Mobile devices can be a great enhancement to just about any lesson with 21st century skills and more engaged learners. The teacher's role is to be familiar with his or her students and appropriateness of the mobile device for the lesson. I think a set of guidelines, like the one  above, can help teachers focus on what is important when using mobile devices. Teachers can make their own guidelines based on their experiences and can adapt them to meet the needs of their classes. In this digital age, I believe that all teachers should be prepared and encouraged to use mobile devices in their classrooms.

Sources

Daccord, Tom. (September 27, 2012). 5 Critical Mistakes Schools Make With iPads (And How To Fix Them). Edudemic. Retrieved from:  http://www.edudemic.com/5-critical-mistakes-schools-ipads-and-correct-them/

Loots, Jessica. June 20, 2015. Mobile Device Guiding Principles. Mobile Learning blog. Retrieved from: http://learning2mobile.blogspot.fr

Prensky, Marc. (December 2, 2005).  Shaping Tech for the Classroom. Edutopia. Retrieved from: http://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom

Shepard, Tom. (March 25, 2015). Making the Case for Mobile Learning & Guiding Principles for Implementation. Tom's A-Teachin' Blog. Retrieved from: http://tomsateachin.wordpress.com/

http://www.corestandards.org/ELA-Literacy/CCRA/SL/