PLE #3: Conducive Learning Environment

After reading Chapter 13 and having class, I have learned many ways to make my classroom a conducive learning environment. First of all, students need to feel safe and comfortable in the classroom. If they don't feel like they can be themselves and are afraid to speak or make mistakes, then they will not be able to achieve much.

The teacher-student relationship is very important. Teachers need to show that they care about their students, not just academically but emotionally as well. Students should trust teachers and feel like they can go to them when they are in need or need to talk.

The first day of school, teachers should discuss the rules of the classroom and implement them everyday until the students get used to them. They should be short and to the point, such as "listen when others are speaking." Tasks should not be too difficult for students nor should they be too easy either--students will lose interest and find other means of entertainment.

Including students in some of the decision-making can make them feel like they have some control over what happens in the class and they will be more willing to be involved. For instance, if you read out loud to your students, you can take a vote on which book they would like to hear. Having jobs in the classroom, such as someone to pass out papers or to feed the class pet will give them a sense of responsibility.

Another important thing a teacher should remember is that consequences of behavior should be consistent across all students. Even if a student is a high-achiever and rarely acts out, if they do something that is inappropriate, you need to correct them. If students see that you don't correct some students, they will feel like you have favorites and that may cause them to act out.

This is a great video that has 10 tips for classroom management: Top 10 Proven Classroom Management Tips

CSEL Case Study:
I have the Elementary Education Case Study in which Lisa is causing disruptions in her cooperative group. My response would look something like:
Talk with the entire class about effective group work strategies and the pros of working together. Explain that not everyone will get to do what they want and that this is how it is in the real world. Refer back to the classroom rules of listening while others speak.
I would also add individual grades to the group project and have peers evaluate each other on their performance and contribution in the group. I would remind everyone every time they are in their groups that they will be completing these evaluations so it's important to work and participate.

I would see if this has any effect on Lisa. If so, I would make sure to reinforce her with praise when I see her doing what she is supposed to be doing.

However, if this has no effect, I would take Lisa aside and talk to her privately. There could be things going on at home that is causing her to act this way. You never know why a child is behaving a certain way, so talking to her privately would give me some insight.

If she wants to fix the problem, then I would incorporate some sort of point system perhaps and at the beginning of group work, Lisa would start out with 5 points. If she interrupts someone, she subtracts a point. If she does not pay attention when her group prepares for presentation, she subtracts another point. This way she can keep track of her progress and can work hard to do what she is supposed to do.

If she doesn't care about fixing the problem, perhaps a call home to the parents would be appropriate and a parent-teacher or parent-teacher-student conference could take place to discuss the issue and ways to fix it.