How will you create an environment of respect and rapport and establish a culture for

learning?

“A culture for learning refers to the atmosphere in the classroom that reflects the

educational importance of the work undertaken by both students and teacher” (Danielson). I

envision a classroom full of positive energy, participation, movement, respect, learning, sharing,

and reflecting on our objectives. I also envision a classroom where each student’s voice has a

chance to be heard and our class has an opportunity to discuss what may be on their mind. This is

one of the reasons why a morning meeting time will be essential in the classroom before our

learning begins. Lastly, I envision a classroom that “not only involves organizing the physical

environment, but also curriculum and instruction to create an environment conducive to

learning” (Poon et al., 2019). Ensuring that students are motivated and have success when

completing their assignments will be essential. Having a balance of achievable tasks that can also

be challenging, will hopefully engage students and eliminate any unwanted behaviors in the

classroom.

Children are naturally curious about the world around them and, as teachers, we have the

responsibility to spark their curiosity by making learning fun and meaningful while also ensuring

students are respected and valued. According to Domain 2 of The Danielson Framework for

teaching, “an essential skill of teaching is that of managing relationships with students and

ensuring that relationships among students are positive and supportive” (Danielson). The

Framework also states that “in a respectful environment, all students feel valued, safe, and

comfortable taking intellectual risks. They do not fear put-downs or ridicule from either the

teacher or other students” (Danielson).

 One of the first take-aways from my mentor teacher was the way that she greeted each

student as they entered the classroom. She would say good morning to each student and address

each student by name. As I read the article, Transforming Teacher Talk by Mary Sullivan, I

immediately noticed that the first thing that Nancy did to try and transform her teacher talk was

to greet each student by name as they entered the classroom. This immediately reminded me of

my classroom goals and to ensure that each student feels seen, valued, and heard as soon as they

begin their day.

Not only will students be greeted each day as they enter my classroom, but students will

know what to do each morning as they enter the classroom. Procedures and routines will be

established and practiced during the first few weeks of school and beyond to ensure a positive

and predictable classroom environment. By practicing routines and establishing a classroom

community, students will feel safe and secure. In addition, students will have their supplies

labeled and their desks organized in a specific way so that students are able to locate their

supplies quickly and efficiently which eliminates loss of instructional time.

Having a student-centered learning environment will be an essential component of my

future classroom. During whole group instruction, students will have many opportunities to turn

and talk and share their ideas, thoughts, and opinions with their peers. By establishing routines

and expectations while the teacher is working with small groups, students will be able to take

charge of their learning and successfully work independently knowing that they are able to reach

out to their peers to assist with their assignment and use their peers to help with any questions

that they may have.

 To establish a family orientated classroom environment, I will be sure to read the book,

Our Class is A Family by Shannon Olsen on the first day of school. My goal is for students to

know we are a family just like their family outside of school. We will always treat one another

kindly and with respect just as we do to our family at home. I will also introduce classroom

activities such as The Paper Chain Challenge and Saving Fred that foster teamwork,

communication, and growth mindset among the whole class.

Lastly, I will use positive reinforcement for all students. I will be sure that students know

my expectations “in a clear, specific way” (Sullivan) and that they have “affirmation that what

they’re doing is what we want them to do” (Sullivan). As stated in the article Teacher Talk by

Mary Sullivan, “clear, specific directions and the sincere praise heaped on students created a

more positive, welcoming classroom environment” (Sullivan).

How will you organize the students for learning?

To best organize my students for learning, I will have students seated in groups of at least

2 or up to 4. This will allow for students to collaborate with one another whether it is reading,

writing ,math or social studies. In addition, there will be opportunities to work in larger groups,

based on ability, to not only develop their “cognitive and social values attached to cooperative

learning”, but to help me as the teacher “manage the amount of materials that had to be prepared

and supplied for students” (Poon et al., 2019). In these groups, students will have the opportunity

to work alongside their peers and even use their peers for help when the teacher may be working

in 1:1 or in a small group. In addition to working on pencil and paper assignments, students will

have the opportunity to use hands-on activities that encourage students to “think and generate

solutions on their own” (Poon et al., 2019).

How will all of this enhance the teaching and learning process?

Having a student-centered classroom where each student feels valued, respected, and

safe, where procedures and expectations are clear, and standards are high for all, students and

teachers will come to class each day excited for a day of learning. By developing a positive

environment, students will be empowered to share their opinions, ask questions, or even

challenge the task/question at hand! Students will be encouraged to work with one another to

achieve their learning outcomes. Through positive teacher-student interactions, the classroom

will soon be referred to as a family where we all appreciate our similarities and differences and

look forward to a new day of learning and where every morning each student is greeted with a

smile and a “good morning!” to start their day.

 References

Poon, C. L., Tan, A. L., & Tan, D. (2019, September 24). Classroom Management and

Inquiry Based Learning Finding the Balance.

Sullivan, M. (n.d.). Transforming Teacher Talk .

Drexel Teacher Education/Core Practices

Charlotte Danielson Framework for Teaching Evaluation Instrument