You are on page 1of 7

TWS 9 Learning Environment

Student Teaching
Channa Griham
Classroom Environment
Having a safe and effective classroom environment should be important to any educator.
Students should be able to come to school and feel safe while they are there. It is important as an
educator to make sure that you are fostering their need for a safe, comfortable learning
environment. There are a variety of activities that can be completed and modeled that can set this
positive learning environment. When implementing these activities, one should make sure that
they are maintained consistently throughout the duration of the year. This consistency will allow
for a more successful classroom environment. Specific activities that I plan to implement are
described below.
Cooperative Learning
When students are working with each other in groups, there are expectations that will
need to be followed. Students need to make sure that they respect others thoughts and feelings
during work time. Cooperative learning is a very important strategy to use with students. From
the first time we use cooperative learning groups, I will model how these group settings should
look. Students are expected to actively participate in discussions and should be engaged in the
topic. We will practice what this looks like the first group meetings we have. When others are
presenting their ideas, their peers should be actively listening and respectful of their classmates
input. Students who are not respectful to their classmates and who are not actively participating
will be asked to work on their own until they feel like they are ready to rejoin their group. All of
these expectations will be set from the beginning of the year and students will know what is
expected from them while they are participating in their cooperative learning groups.
Whole Class Discussions
During whole class discussions, students will be expected to actively participate in the
discussions. For students to actively participate they will need to join in on discussions, respect
everyone’s input and to raise their hand when they want to speak. I expect students to stay on
topic and to listen to students’ input during the discussions. Again, all of these expectations will
be modeled for the students at the beginning of the year. If students do not feel comfortable to
share out loud, I will have students discuss with their small groups on the topics. Students will be
able to voice their input on the topic with a smaller group of their peers and can become more
open about sharing with others. After students have had the chance to discuss with their small
groups, we will bring it back to the whole class. The students who were less comfortable before
can now feel more open about sharing with the class. By doing this, the students will feel like it

is safe for them to add their input into discussions. During both discussions, students will again
be expected to respect their peer’s opinions. If students do not follow through with these
expectations, there will be consequences to handle the misbehavior.
Sharing from Students
Throughout the school year, students will be sharing their work with their classmates.
During this time, students will be expected to present to the class their completed projects and
other assignments. I will hold a meeting at the beginning of the school year and I will go over
what I expect from the students when their classmates are presenting their work. Students need to
respect other students when they are presenting and the other students will respect the rules set
by the teacher during these sharing times. If students do not follow these rules there will be
consequences that will be implemented. Students will feel confident and comfortable with
sharing their ideas with the class. By setting these expectations and the correct procedures during
sharing, students will be more open to sharing their work. The sharing of ideas can lead to deeper
thinking and better comprehension for students. It is important to incorporate this aspect into the
classroom so that students are able to verbalize what they have learned in the classroom. Many
times this is the only way some students are able to express what they know. So by setting up a
comfortable environment for students to share their work in, it can help me assess my students
on their knowledge gain.
Behavioral Expectations (Rules)
1. Students will show mutual respect for students and the teacher.
a. Respect is an important quality to possess. When students and teachers have
mutual respect, they will have a more successful classroom. When students give
respect to the teacher, they can earn respect back. This is the same for the teacher.
When the teacher respects the students they receive the same respect back. This
mutual respect can be seen in many different ways in the classroom. One way is
that the students will respect the teacher while they are giving instruction.
Students should be actively engaged and should give the teacher their full
attention. Another way this can be seen in the classroom is by students respecting
others opinions and ideas at all times. With mutual respect in the classroom there
will be a more positive learning environment. We will model as a class what
respect looks like. This includes respecting the teacher while she is giving the
instruction. Students should give their full attention to the teacher and there
should be no talking or interruptions. We will also discuss what a visitor would
see if they came into the classroom. This will be worked on from day one.
2. Students will follow all rules inside the classroom and in other locations of the school.
a. Students will need to make sure that they abide by all of the rules that are put into
place at the beginning of the year. At the beginning of the year, we will sit down
as a class a we will create a set of classroom rules that we will follow for the

whole school year. Students will give their input on what they believe the rules
should be and why we should have these rules. We will write down all of the
student’s ideas and at the end we will decide as a group which rules should be the
top 5. Students will then sign off on the rules and that will stand as their contract
for the rest of the year. Students will be expected to follow all of these rules when
they are in the classroom and in other parts of the school. We will model these
rules to show students what is expected of them. We will also model what this
expectation does not look like.
3. Students will stay on task at all times and show self-control
a. Students are expected to stay focused on the task at hand. When completing work,
students should limit distractions to themselves and their classmates. Staying on
task will take place by students having self-control. Self- control needs to develop
at a very young age. Students will be expected to control their actions in the
classroom and to make the right decisions while they are at school. Some of the
self-control actions you may see in the classroom would be completing all work
on time, listening to the teacher when giving instruction and cooperating with
their peers in a positive manner. Students will also keep all objects and body parts
to themselves. This is an aspect of self-control that the students will have to make
sure is perfected. This can lead to a safer classroom and school environment for
everyone.
Hierarchy of Consequences
1. Warning
a. I believe that students should first receive a warning so that they have the chance
to correct the misbehavior before it gets out of control. If students continue to
misbehave after the warning they will receive the next consequence listed below.
2. Loss of Free Time
a. Each day in the classroom students will have at least 10-15 minutes of free time in
which they can either use the IPADS to get on Dreambox or they can choose to
just relax and read a book with a friend. During this time, students will get the
chance to play either math or ELA games on their device. This is a fun interactive
way for students to further their learning. If the student decides to read with a
friend, they will be able to go to the designated reading spot with a friend. In this
spot there will be many books for the students to choose from and beanie bags so
the student can be comfortable and relax while they read. If the student continues
to misbehave after the warning stage he or she will lose some or all of their free
time. This student will read independently while everyone else is participating in
the free time. Independent reading is not a punishment because the student will be
able to choose what they read during this time. Reading will never be used as a
punishment in the classroom.

3. Student/ Teacher conference
a. If the misbehavior continues the student will be pulled to the side and we will
have a conference. During this conference we will discuss what the student is
doing and why he/she has decided to behave this way. The conference will take
place during non-instructional time unless it is a serious offense and needs to be
handled right away. We will come up with a plan of action to solve the
misbehavior and we will put this plan into action.
4. Parent call home
a. If the behavior continues to be a problem the students’ parents will be notified.
During this notification I will set up a conference time that works for the parents
so that they can come into the classroom and we can solve the problem one on
one. During this conference and call, the student will be present so that we can
directly address the misbehavior problem we are having. Again, we will work
together to create a plan of action that will help address the misbehavior and
improve these behaviors.
5. Principal Referral
a. If all of the above consequences have been addressed and the behavior continues,
the student will be referred to the principal. At this time we will sit down with the
principal and discuss the misbehavior that is occurring. At this time, the
administration team will take control of the situation and enforce the necessary
consequences.
If the misbehavior of the students put the other students in harm’s way, the student will
be quickly removed from the classroom. The student will immediately move to consequence 5
and will be escorted to the office. I will ask assistance from fellow colleagues to help resolve the
situation. Once the students are no longer in harm and the situation has been resolved, I will
resume with normal instruction. Some behaviors that will be considered to possible harm other
students include: fighting, throwing objects, threats or direct contact to others, vulgar and
uncontrollable language and the possession of a weapon that can harm students. In this case,
necessary procedures listed above will be strictly enforced immediately.
Reinforcements
Intrinsic:
1. Verbal Praise
a. When students are doing well in the classroom and are participating, they
will receive verbal praise. Young children love to be praised and to have
that recognition in front of their peers. Many students want acceptance
from their classmates and appreciate the recognition for their hard word.
By knowing that they will be praised verbally, students will try their best
to continue to receive the praise from the teacher.

2. Giving students duties due to good behaviors
a. Young children love to feel like they are needed. One way I can reinforce
positive behaviors is by giving students duties. This can include going to
get the breakfast in the morning, filing papers or running notes to the front
office. The student will feel like they are being trusted and feel like the
teacher approves of them because they are asking them to do things for
them. When the students see this, they will want to also receive the same
opportunities and begin to model good behavior so they will have the
chance to participate in these duties as well.
Extrinsic
1. Positive Letters Home
a. When students are behaving accordingly, they will receive written praise
that will be sent home. The parents will be able to read about their child’s
great behavior and it could possibly lead to other positive awards at home.
When students see that the notes are going home, they will become more
motivated to receive as many notes as they can.
2. Longer free time
a. When students are following all of the rules and expectations, they should
be awarded for this positive behavior. One way to reinforce this is to give
the students more time on the IPADs. This could include five more
minutes working on their math or ELA. Students enjoy using technology
and will be motivated to receive these extra few minutes. Also if students
are modeling good behavior, they can receive longer play time at recess.
Students will have the chance to stay on the playground longer and enjoy
their time outside. Many students favorite time of the day is recess, so this
could be an award that they look forward to.
3. School reward system
a. Many schools have a PBIS plan in place that rewards students of their
good behavior. Students will receive these rewards during the day of the
show positive behavior. At the end of the nine weeks, if the students have
met the required goal, they will be able to participate in the celebration
that occurs. Students will be motivated to receive the required amount of
rewards so that they can enjoy the overall reward.
Non-Instructional Routines and Procedures
Morning Routine:
First thing in the morning students will come into the classroom and begin to unpack
their things. Once everything is unpacked and put away students will place their homework in

the homework basket that is located on the back counter. Once students have turned in their
homework, they will walk over to the board and place their name under the lunch choice they
want for that day. Once this is done students will return to their desk and begin to work on their
daily morning work. While students are working they will have the chance to eat their breakfast.
While students are working, I will take attendance and record the lunch choice for that day.
During this time, anything that the students need to turn in will be placed in a separate basket
that is positioned next to the homework basket. This basket is checked each morning after all of
the students have come in. Once all of the students have arrived, we will begin with our morning
meeting. During this time we will complete our introduction, we will complete a fun activity, a
few students will share, and I will make the announcements for the day. Once our morning
meeting is complete, students will return to their desk and we will go over the morning work.
All of these procedures will be practiced from day one. We will practice this routine each
day at the beginning of the year so students are familiar with what is expected of them. We will
take a couple of weeks to review these procedures thoroughly and to make sure students know
them. After the first month, the students will be held accountable to breaking the routine and not
following the expectations. By this time, students should have the self-control to be able to
follow these procedures each day.
Ending Class
Each day for dismissal students will follow a certain routine to leave for the day. Five
minutes before the end of the day, students will begin to pack up their bags with their homework
folders and books they need for that night. Once students are packed up they will quietly wait at
their desk until dismissal. Once their form or transportation is called they will get in line at the
door and wait for the dismissal bell. When students are forming the line, I will repeat the
announcements for the day and give students reminders as they are needed. When the bell rings
for dismissal students will walk out of the classroom and go to their designated spots during
dismissal. As students are exiting they will place their pencils in the pencil cup for the next day.
All students need to return their pencil as a form of an “exit slip” to leave for the day. This will
make sure that all of the students have a pencil for the next day to work with. The line leader for
the following day will come in the next morning and sharpen all of the pencils for that day. This
will eliminate the hassle of students having to sharpen their pencils all at once. These routines
will also be practiced the first weeks of school so that the students become familiar with them.
Classroom Assistants
At the beginning of the year students will decorate a book mark that has their name on it.
Each day there will be a boy and a girl assistant. To choose these students I will pick a boy and a
girl bookmark from the basket and they will serve as my helpers for the day. Each student will
have a turn to be the assistant and once every student has had the chance the process will start
over. Only students who behave will be allowed to be the classroom assistant and the students

that do not behave will lose their opportunity for that day. We will review this choosing system
so students will understand how it works and there will be no questions of its fairness.
Transitioning and Emergency Situations
Each day there will be a word of the day that we use to transition from our desks to the
carpet. The words chosen will be from our spelling list so that students can become familiar with
the word and its pronunciation. For example, when moving back to our desk I may say the words
“migrate” and students will know that they now have permission to quietly return to their desk
and begin the next task. At the beginning of the year we will practice this routine and students
will become accustomed to waiting to hear the word before transitioning. When transitioning to
the hallway and other locations in the school students will be taught to use the school wide
procedures. These school wide procedures should be familiar with the students since they are the
same from the previous year. These procedures can include walking on the right side of the
hallway, no talking and being respectful to the other classes around us. These will also be
practiced and will continue to be practiced until the students have perfected them. Students will
be set to the standards of being the best behaved class in the school. If students do not follow
these procedures there will be consequences and loss of privileges.
Throughout the day students are going to need to use the restroom. Many classrooms now
have restrooms located inside so there is no need for the students to have to leave. When the
teacher is giving instruction or during reading workshop, students will not be allowed to use the
restroom. Only during independent working time will students be allowed to go to the restroom.
If the student has an emergency, they will be allowed to use the restroom when needed. There
will be two times during the day where there will be planned bathroom breaks. These will occur
half way through the morning before lunch and after recess when returning to the classroom.
This will eliminate the hassle of students abusing the use of the bathroom.
In the case of an emergency, students will be well aware of the procedures that are
carried out. At the beginning of the year we will review the procedures for a fire drill, tornado
drill or an intruder situation. Again we will practice these procedures the first couple of weeks to
make sure that students are familiar with the procedures. During the practicing of these
procedures I will make sure that I inform students on the proper behaviors that are expected in
case of an emergency situation. I will discuss with my students the importance of following these
procedures to ensure our safety. If students misbehave during these emergencies, actions will be
taken to reinforce the students’ behavior. After each drill we will discuss what we did well and
what we can improve in case we have a real emergency. This will help make sure that in case of
a true emergency, students will be prepared.