PED11

Lesson Proper for Week 5

4.1 Objective 1
Developing a positive learning environment isn’t just a nice idea, it’s a prerequisite to
effective learning. Get it right and learners will be better able tofocus, take control of
their learning, and be more willing to experiment and take risks with language.

 How you look and sound

Teacher enthusiasm has a huge impact upon learner motivation, which
increases active participation and therefore learning.
Our tone of voice and facial expressions play a key role so it’s worth findingout if
you look and sound as you expect (lesson recordings revealed how grumpy I look
when thinking). If that’s an issue for you too, then a note by your webcam or on
your lesson plan reminding you to smile, may help.
Don’t feel you have to be someone you’re not though – your students will see through
that anyway. Just be conscious of how you come across and do your best to present an
encouraging, positive you. That’s easier if you feel good, somake time for things that
put you in the right frame of mind, whether that’s music, exercise, or tea and a chat.

 Be prepared – and kind to yourself

Before trying out something new in class, test it out with a few colleagues
beforehand. You’ll be more confident and reassuring when introducing it to
learners – and able to overcome problems that may come up.
From time-to-time things won’t go to plan; the tech may fail, or you’ll forget
something. While that can be a pain, it’s often more of a problem for studentsif their
teacher appears distracted or upset as a result. So, give yourself a break and avoid
lingering on things that don’t go well.
Above all, remember that you’re working to create a safe space were takingrisks
and making mistakes are encouraged – and that’s something we can model through
our responses to setbacks.

 Responding
Challenge learners while showing you believe in them; Thank and praise students for
their contributions. Acknowledging that something scary has beenovercome provides
a real sense of achievement.
Respond to what’s said before giving feedback on language – and then ensure
it’s balanced. Drawing attention to good language use (as well aserrors) is
useful for all.
Help students respond to each other more effectively by modelling and
teaching active listening strategies in class.

 Sense of progress
A positive learning environment is often one where learners feel they are learning
and making progress. Help enable this by regularly prompting students to reflect
upon what they’ve learnt, and where possible linking it toreal-world uses. For
example, using appropriate words and phrases to message a friend in English,
being able to quickly find key information in anacademic text, or politely asking a
stranger for directions.
Displaying learner work in classrooms, encouraging students to keep portfolios –
or learner diaries, can be nice ways of prompting this reflection.

 Less is more
Decorating 50% – 80% of wall-space with student work, learning aids and inspiring
images helps provide a good balance of visual stimulation. Howevermore than that
can reduce students’ ability to focus, so remember – less is more.
With the additional cognitive load associated with navigating a platform, the same
applies to teaching online. Help students by limiting on-screen text andnot being
afraid of silence: thinking time and a break from your voice are important.

 Their class
Help students feel invested in their class, rather than a place where learning happens
to them. Seeking input from learners about what happens in their classroom can
instill a greater sense of ownership and trust. This can range from selecting
background music, to identifying topics and getting feedback on activities and texts.
When you find yourself making a choice, stop and askyourself if learners could
benefit from making it instead.

Six Tips for Creating a Positive Learning Environment in Your

Classroom

Tip 1
Always build classroom rules and procedures collaboratively and in the positive. I
cringe when I visit classrooms and see “No Talking” as classroom rule #1. I suggest
beginning by have a discussion with your students about how they learn best and then
fashion your rules accordingly. If some studentssay they need a quiet area to work in
at times, try a sign like, “Quiet Area, Brains at Work.” Also, if your classroom rule
says “We don’t use cellphones in
class.” the students shouldn’t see their teacher texting someone. Classroomrules
should apply to everyone equally.

Tip 2
Continually let your students know you believe in them. Saying “I know you can get
this” rather than “You need to try harder” for example is an indication of your belief
in them rather than an accusatory statement. Saying, “We talkedabout this yesterday.
Did you forget?” is laying blame on the student. Instead, a statement like, “You had
this so well yesterday. I know you can get it today.”reminds the student of their past
success. These are both subtle differences in language that can make a big difference
in your students’ perception of your faith in their as learners. Think about Carol
Dweck’s work on fixed and growth mindsets.

Tip 3
Speaking of mindsets, examine your own mindset. Do you believe in your ownability
to learn and grow? Do you believe it is your obligation as a teacher to model learning
and growing? Look at this graphic on an educator’s mindset and do a little self-
reflection.

Tip 4
Use your language to show students that they are learning for their own benefit,
not yours. I can’t begin to count the number of times I have heard teachers begin
an instruction or direction by saying, “What I need you to dofor me…”. This tells
the student they are doing a task for the benefit and
approval of the teacher. Just eliminate that part of the direction and begin with,“The
first thing you need to do to learn this is…” The learning has to be for the benefit of the
learner, not the teacher.

Tip 5
Be honest in your feedback. Good feedback tells the learner what they did correctly,
where they may have missed the mark, and what specifically they need to do next. I
remember being a 7th grade student art class. I have a number of talents, but drawing
isn’t one of them. The teacher wrote, “nice job”on my sketch of an orange. I knew
very well that my smudged mess of an orange wasn’t a nice job. It wasn’t even a
decent representation of any fruit known to man. I would have benefited by her telling
me one thing I could do tomake it better. Maybe something like “We are learning
about perspective. Try adding a shadow behind your sketch.” Her “nice job” told me
little about how to improve. Knowing I received undeserved praise lessens the impact
or praise when it is truly earned.
Tip 6
When dealing with a student conflict or behavioral issue, be objective rather than
accusatory. For example, rather than say, “Why did you take Jacob’s pencil?” begin
by asking what happened. Asking why a student did somethingwill likely provoke a
defensive comment. “I took is pencil because he called me a name.” This leads to the
inevitable “No I didn’t, yes you did” cycle.
Asking what happened will allow both students to tell their story, moderated by the
teacher. Give prompts like, “How did you think that make Jacob feel?”
– “How else do you think you might have reacted?” – “What might you try next
time?”

Students are more likely to learn in a safe learning environment – one in which they
feel valued and protected. As you build and cultivate this environment, also be sure to
use research-based instructional strategies to besure students clearly know what they
are expected to know, understand, and be able to demonstrate. Building a strong
learning environment and using research-proven instructional strategies makes it
more likely that students cananswer “yes” to the questions, “Can I do the work?” and
“Will I be accepted here?”

Classroom setup is an important component in a learning environment because it is an

essential piece of classroom management to support both teaching and learning. The
physical atmosphere of the classroom can help prevent behavior issues as well as
promote and improve learning. The structuring of the learning environment is
essential for teachers and students. The physical arrangement of the classroom can
affect both student and teacher behavior, and a well-structured classroom
management plan of design can improve learning and behavior. To create an inviting,
safe, supportive learning environment, using classroom management for the way you
arrange your desks matters. A supportive learning environment can meanthe
difference between having a good day and a bad day.
Your classroom arrangement is the physical foundation of where your students will
learn. This means that every square foot of it needs to be used for activities that
support learning. The spatial structure of the classroom, where students will be
seated, how the students will move about the classroom, and the whole classroom
atmosphere needs to be considered, aswell as how the classroom will be structured to
address the academic, social,and emotional needs of the students. The physical
arrangement of the classroom should also be reflective of the student body and must
be consistent with the needs of all learners.
In addition to the way your classroom is physically arranged, the classroom
environment needs to be considered: what you put on your walls, the classroom
materials you will use, and where and how you will set up your activities. All
attributes of a structured learning environment need to be considered when setting
up your classroom.
Benefits of a Well-Designed Classroom

 Students learn to respect boundaries. For example, there are “teacheronly”

areas as well as the boundaries of space a student has around his/her personal
desk.

 The organization of classroom materials allows students to retrieve themquickly,

which helps to decrease unwanted behavior.

 Proper room arrangement provides predictably, which is essential for students

because students thrive when they are in a comfortable learningenvironment.

 Students will learn which behaviors are acceptable and expected in eachspecific
location in the classroom. For example, when in the classroom library, students
need to be quiet, but while in the classroom play area, students are allowed to talk.

 Students will learn to anticipate which activities will occur in specific areasof the
classroom. This helps students be mindful of how they need to behave for each
specific area they are in.

Arranging Your Classroom

Before you set out to arrange your classroom, consider asking yourself the
following questions:

 How do I need to structure the desks? Teacher-focused activities meandesks

will be in rows or small clusters facing the front of the classroom, while
student-focused activities mean desks will be put into groups or semicircles so
students can easily collaborate with one another.

 Do any of my students have specific medical needs? A food allergy,

wheelchair, etc.

 What furniture is available? Desks, tables, bookcases, shelves, etc.

 What information do my students need to know? They need to know thedate,

assignment, classroom procedures, etc.
 What will inspire my students every day? Quotes, posters, classroomawards,
everyday heroes, etc.

 What education artifacts do they need? Word walls, literacy resources,

purposeful posters and bulletin boards, etc.
Have I considered a flexible seating classroom? Standing desks, bean bags,stability
balls, etc.
The answers to these questions will help guide you to structure an effective learning
environment for your students. Depending upon what furniture is readily available,
you will also need to structure your classroom so that every student has a home base
(or an individual learning area like their own desk), a whole group instruction area, a
dedicated teacher area, as well as a transition area where students can wait for the
next activity or lesson to begin,or at least have your space arranged so students can
move about easily and comfortably without bumping into one another.

 Essential Areas
As mentioned above, there are a few required areas that you must have in your
classroom: a home base, group instruction area, teacher workstation, and transition
space. Here we will take a closer look at how you can arrangeeach of these specific
areas.

 Dedicated Teacher Area

Teachers need a place to call their own too. This space should be near an outlet where
you can have access to a computer, as well as out of the way butalso easily accessible
for students to get to you. Ideally, your space should benear the window with your
desk or small table situated sideways, in the cornerof the classroom. This way you
will get the light from the window to help you see, you are out of the way but also
easily accessible to students and are ableto scan the whole classroom right from your
seat.

 Home Base
Each student needs a space to call their own. Have it been an individual deskor their
own space at the table, they need something to call their home base. This space is a
place where students can do their independent work or go to when you are
transitioning in between lessons.
Two factors need to be considered when deciding where students’ home basewill be:
if the student has any behavior issues and the size of your classroom. Once you factor
in these issues, then you are ready to clearly assign each student a home base.
 Transition Area
The transition area can be a specific location, like the carpet, that students goto while
waiting for the next activity. What this space looks like and where it islocated will
depend upon your students’ needs as well as their ages. No matter where the space is,
it is important that your students know where to goduring transition periods.
AAE:
1. The classroom climate that is conducive for learning is one that is non-threatening
yet business like.
AGREE
DISAGREE

2. Clear limits for unacceptable behavior are established and negative consequences
for such are being punished.
AGREE
DISAGREE

3. Students are not involved in the design of rules and procedures.

AGREE
DISAGREE

4. Rules do not teach discipline and self control.

AGREE
DISAGREE

5. Rules ensure the students' engagement and focus on their classroom activities.
AGREE
DISAGREE

6. Classroom rules and procedures are discussed within the first few days of the
school.
AGREE
DISAGREE

7. Specific classroom rules and procedures are clear.

AGREE
DISAGREE

8. Techniques to acknowledge and reinforce acceptable behavior are employed.

AGREE
DISAGREE
9.Rules eliminates stress and will provide a more pleasant, secured, and non
threatening environment.
AGREE
DISAGREE

10. Classroom rules are imperative and must be reinforced for learners' safety and
security.
AGREE
DISAGREE
ASS:
1. Always enforce classroom norms and never ignore behavior that violates them.
AGREE
DISAGREE

2. Avoid out-of-school suspensions whenever possible.

AGREE
DISAGREE

3. Use specific language and rules.

AGREE
DISAGREE

4. Students learn to respect boundaries.

AGREE
DISAGREE

5. Be fair and moderate. Don't use harsh or embarrassing punishments.

AGREE
DISAGREE

6. Use positive behavior systems-never physical punishments.

AGREE
DISAGREE

7. Collaborate and problem-solve with your colleagues, school psychologist and

special education professionals.
AGREE
DISAGREE

8. Only use rules and consequences you're willing to enforce.

AGREE
DISAGREE
9. The organization of classroom materials allows students to retrieve them quickly,
which helps to decrease unwanted behavior
AGREE
DISAGREE

10.Be consistent in your treatment of students and behaviors.

AGREE
DISAGREE
EVALUATION:

1. Each student needs a space to call their own. Have it be an individual desk or their
own space at the table, they need something to call their home base. This space is a
place where students can do their independent work or go to when you are
transitioning in between lessons
Select one:
a. Dedicated Teacher Area
b. Home Base
c. Essential Areas
d. Transition Area

2. How do teachers set the tone of their classroom

Select one:
a. Mentor and nurture students
b. Become role model
c. Build a warm environment
d. All of the above

3. How important the teachers in the life of the learners?

Select one:
a. Future of any nations and influence tomorrow's leader
b. All the above
c. To become successful in career and business
d. To become a good human being in society and a good citizen of the country

4. Ideally, your space should be near the window with your desk or small table
situated sideways, in the corner of the classroom. This way you will get the light from
the window to help you see, you are out of the way but also easily accessible to
students and are able to scan the whole classroom right from your seat.
Select one:
a. Essential Areas
b. Transition Area
c. Home Base
d. Dedicated Teacher Area
5. It can be a specific location, like the carpet, that students go to while waiting for the
next activity. What this space looks like and where it is located will depend upon your
students' needs as well as their ages
Select one:
a. Transition Area
b. Essential Areas
c. Home Base
d. Dedicated Teacher Area

6. It is a process, as well as a set of skills and strategies, that teachers and schools use
to create and maintain appropriate behavior of students in the classroom.
Select one:
a. Classroom Behavior
b. Classroom Disorder
c. Classroom Management
d. Classroom Discipline

7. Teacher's role in society is to transfer knowledge that is important for the future of
individuals and the society to continue to live civilized in an age where so many
people are depending on each other.
Select one:
a. The participant
b. The role of a teacher
c. The controller
d. The teacher and the community

8. Teachers need a place to call their own too. This space should be near an outlet
where you can have access to a computer, as well as out of the way but also easily
accessible for students to get to you.
Select one:
a. Home Base
b. Dedicated Teacher Area
c. Essential Areas
d. Transition Area
9. there are a few required areas that you must have in your classroom: a home base,
group instruction area, teacher workstation, and transition space.
Select one:
a. Dedicated Teacher Area
b. Transition Areal
c. Essential Areas O
d. Home Base

10.When parents aren't around, teachers are the ones who must take care of their child,
anyone with kids know, they can be a lot of work.
Select one:
a. Everything a teacher does is to help better their students.
b. Teachers have patience
c. Teachers don't accept failure, and they push you to better self
d. Teachers stay positive