Writing Assignment 7

EDUC 5240: Creating Positive Classroom Environments

Dr. Alison Ivey

Master of Arts in Education (M.Ed.)

University of the People

December 29, 2021

 “Classroom scenario: Miss Lee is the form tutor of a boy, Siu Ming. He is regarded

as a bright and responsible student, but Miss Lee has noticed that lately he has

become quiet and has seemingly lost interest in learning. Whenever he is asked

about this, Siu Ming does not want to say much, and responds listlessly, “I am fine.

Maybe I have spent too much time on computer games at night”, but Miss Lee

doubts this explanation” (Hue & Li, pg. 166, 2008).

The scenario described is an all too common one for classroom teachers. Many times

teachers must pay attention to subtle signs that their students are not doing well, before the issue

spirals out of control. In this conversation, Ms. Lee could follow up by using I - messages in

order to take the focus off of the student in an accusatory way. (Hue & Li 2008). For example

she could say “I am glad that you have a hobby you love, but I am concerned maybe you are not

getting enough sleep. I enjoy having you in class, and I want you to feel your best.” Ms. Lee

should be aware that a lack of interest in common activities can be a beginning sign of

depression. If this continues the next day she should involve the parents. However, this should

not be done in a way that would punish the student. It should not be the teacher reporting

something bad, but rather a two-way communication between both entities without one

dominating the discussion, or with one party taking over. This can prevent resistance, or hostility

from the student and parents. The student should feel that their feelings and needs are valid.

(Larrivee, 1999). In this case, perhaps Siu Ming does not think what they are doing at home is a

big deal, but perhaps they are becoming imbalanced. As Ming-tak and Wai-shing (2008) state:

“While the classroom is the context in which students learn and spend most of their time in

school, it is closely connected to other contexts of schooling, such as the playground, changing

rooms, toilets, snack bar and canteen. Often, how students behave in one of these settings affects
their behaviour in other contexts.” (Hue & Li, pg. 152, 2008). It is important that the student

understands that lack of balance at home, can lead to lack of balance at school.

The teacher should take care when involving the parents that they are not trying to “tell”

on the student or get them into trouble. The goal is for parents to assist with learning and

behavior at home. The teacher should want to be proactive and help parents to be fully aware of

the whole child. Parent texts and calls are a good place to start. Meetings can be scheduled for

more extreme or unresolved cases. Charles and Charles (2004) discuss reasons for involving

parents:

• “to affirm that parents are concerned about their children’s learning;
• to affirm that parents are willing to help
• to ensure that communication between parents and teachers is clear and effective;
• to value parents’ attempts to participate in the process of making decisions which
affect the school and students
• to clarify the roles of parents
• to teach parents how they can help
• to show appreciation of the contributions and involvement of parents.”
(Charles and Charles, pg. 67– 68 2004)

All of these apply to the given scenario. The teacher can express concern and ask for the parents

help if communication has been established in a clear and open way. They should clarify that

they value the parents' choices regarding what is permitted or noted at home, but that perhaps

they can work together to make sure that the student is getting a healthy balance in their work

and leisure time. If the video games turn out to not be the issue, the first step has been taken to

make sure the student is as happy and healthy as can be at school and home. Perhaps this

situation can be resolved with a phone call, or perhaps further action needs to be taken. The

important thing is that communication has been established at the beginning of the year between

the teacher and parents, and that there is a custom of positive collaboration already in place.
References:

Charles, C. M. and Charles, M. G. (2004). Classroom management for middle grades teachers.
Boston: Pearson Education, Inc.

Hue, M. & Li, W. (2008). Enhancing communication and strengthening teacher-student

relationships. In Classroom management: Creating a positive learning environment. Hong Kong
University Press. Ebook Central, pp. 109-128, 149-182.

Larrivee, B. (1999). Authentic classroom management: Creating a community of learners.

Boston: Allyn & Bacon.