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6. A teacher creates and maintains a learning environment in which all students are

actively engaged and contributing members.

My approach to classroom management and social emotional learning is centered

on consistent and clear procedures and expectations, positive relationships, engagement,

and responsiveness to emotional needs. When these elements are in place, a classroom

can become a positive community of learners. Here are several tools I use in my

classroom that aide in creating a positive and effective classroom environment.

Debbie Miller (2013) quotes Lucy Culkins (1983) to explain the significance of

our classroom environment “It is significant to realize that the most creative

environments in our society are not the ever-changing ones. [They are] deliberately kept

simple [and] predictable so the unpredictable can happen (1983, 32)” (p. 13). This quote

showcases the way that we add structure and stability into our classroom in order to allow

for more creativity, exploration, and learning. Consistency and predictability gives

students a sense of security, which allows them to feel safe to explore and take academic

risks. In my classroom I have a visual calendar on the board so students can see the

structure of our day. This allows them to remain oriented so that if and when spontaneity

arises, it takes place within a known structure and does not derail the whole day. Photos

of this calendar are attached in my artifact.

Classroom procedures are put into place to create a more effective classroom. In

other words, their purpose is to make learning more accessible. Debbie Miller (2013)

explains that when creating classroom procedures, she begins by asking herself two

questions: “What are the things that consistently interfere with teaching and learning?

What procedures can be put in place to eliminate or lesson their effect?” (Miller, 2013, p.
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39-40). In this way, procedures are used to stop misbehavior and loss of learning time

before it even starts. In my artifact, I have attached photos of my expectations during a

given activity, including what students can do when they need help, and what their voice

levels will be during the activity. By making my expectations clear to students before an

activity, I spend less time redirecting behavior during the activity, and can spend more

time on meaningful teaching. “In a well-structured classroom, most conflicts and

behavior problems are prevented because children know what is expected. Rules,

procedures, and daily routines are clear” (MacKenzie & Stanzione, 2010, p. 1).

Clear and consistent procedures are key when it comes to classroom management;

however, they are not the only important aspect. “Building positive relationships with

students is the cheapest form of classroom management” (Mackenzie & Stanzione, 2010,

p. 28). We want our students to know that we cherish and respect them as a part of our

community of learners, and that we are happy to be their teacher. Listening to students,

offering words of encouragement, or noticing small things, such as new haircuts, or

thinking strategies, help to build trust and positive relationships. “Researchers have

discovered that students who have caring relationships with their teachers perform better

academically than students who do not” (Sousa & Tomlinson, 2011, p. 24). Furthermore,

it is important that students feel like they are contributing members of the classroom

community. Such contribution allows students to feel ownership and connection to their

classroom and classmates. Assigning class jobs such as line leader or school lunch

counter is a great way to let students feel involved in their classroom. A Classroom Jobs

Chart aides in creating a sense of belonging and contribution in the classroom.

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Positive classroom management heavily depends on student engagement. Simply

put, when a student is interested in the work at hand, they are more likely to do it. “When

students are engaged in our lessons, there’s more time for learning and less time for

goofing off” (Mackenzie & Stanzione, 2010, p. 45). Our students must be interested in,

and feel that they are capable of the tasks at hand. “Most of the unmotivated and bad

behavior that happens in classrooms comes from students who do not believe that they

can achieve…when students start to believe they can achieve, and they understand that I

believe in them, bad behavior and lack of motivation disappear” (Boaler, 2016, p. 114).

This is a key reason why our relationships with students are so important. We must

interact with students in a way that lets them know that we believe that they are capable

learners. Differentiating activities according to students’ levels of readiness, the use of

scaffolding, an emphasis on growth mindset, and verbally celebrating students’ various

ways of learning and thinking are all techniques to promote student success and self-

efficacy.

Social-emotional learning is also central to classroom management. This includes

how we respond to students’ social-emotional needs as well as how we educate our

students in recognizing and dealing with their emotions. “If students are to be prepared

for and successful in their adult lives, the scope of their education must expand beyond

pure academic knowledge. Including socio-emotional learning in schools has the

potential to help students be happier, less stressed, and more aware and in control of their

emotions” (Iberlin, 2017, p. 6). Focusing on social-emotional learning not only gives

students important life skills, it creates a classroom environment more conducive to

student learning. “Attending to the social-emotional need is not a digression that draws
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time away from teaching academic subjects but rather is an important part of classroom

practice” (Sousa & Tomlinson, 2011, p. 20). We must always be compassionate and

responsive to our students’ needs in order to create a safe environment that allows them

to attend to learning. A ‘peace place’, where students can go to work through emotions, is

a great addition to any classroom. Furthermore, Feeling Buddies are another tool that

help students understand and deal with their emotions. I also like to teach calming

breathing techniques that can then be used as tools to help regulate emotions. In my

attached photo of my ‘peace place’, you can see references to techniques such as the

“Candle Breath” and the “Balloon Breath”.

Clear and consistent classroom protocols are integral to creating a sense of

security and care to our students. “When procedures are clear, students feel secure”

(Mackenzie & Stanzione, 2010, pp. 13-14). Student engagement is similarly significant

when creating a positive community of learners. Finally, social-emotional learning cannot

be overlooked or considered separate from classroom management, as it is at the very

heart of a classroom environment. Together, these elements create a healthy environment

and structure for meaningful learning.

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References:

Boaler, J. (2016). Mathematical mindsets:Unleashing students’ potential through

creative math, inspiring messages and innovative teaching. Jossey-Bass.

Iberlin, J. M. (2017). Cultivating mindfulness in the classroom (Ser. The Classroom

Strategies Series). Marzano Research.

Mackenzie, R. J., & Stanzione, L. (2010). Setting limits in the classroom: A complete

guide to effective classroom management with a school-wide discipline plan (3rd

ed.). Three Rivers Press.

Miller, D. (2008). Teaching with intention: Defining beliefs, aligning practice, taking

action, K-5. Stenhouse Publishers.

Miller, D. (2013) Reading with meaning: Teaching comprehension in the primary grades

(2nd ed.). Stenhouse Publishers.

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How

neuroscience supports the learner-friendly classroom. Solution Tree Press.