University of the People

EDUC 5240-01 Creating Positive Classroom Environments

Portfolio Activity Unit 1

22 November 2023

By Aminullah Adel

Question: Analyze the concepts introduced in this unit and design a positive classroom environment.

What are some elements you would include based on what you’ve learned? Use examples from past

experiences or include hypothetical examples.

Response: I am Aminullah Adel, working for community-based education (CBE) in Afghanistan. The

program is focusing on the children who are out-of-school and have been living in remote areas. In the

program where I work, every teacher tries their best to ensure the best welfare for their students.

However, fostering a conducive learning environment that supports student well-being is a challenge. We,

as CBE teachers, use elements such as time management, schools, classrooms, school and classroom

arrangements, teaching methods, relationships with students, and students' safety to ensure a positive

learning environment. In addition, teachers ensure collaboration and open communication with students

and parents with mutual respect. The situation in each classroom is different, so there is no need to use a

one-size-fits-all method of giving instructions; however, a sense of belonging, connection, and mutual

respect are required in every successful classroom.

The CBE teachers use good and innovative instructional tools to play an essential role in building a safe

and supportive classroom environment for all the CBE learners. At the CBE program, which covers over

182,000 out-of-school children, all the teachers believe that the key requirement of a healthy, supportive,

and conducive learning environment is positive behavior and respect for the students. In a supportive

environment, children can feel respected and appreciated (Adams, 2009).

According to Sutherland (2008), in the past, in the learning process, there was a rigid expectation at

schools; children were required to obey the traditional school classroom, and anyone who did not follow

the set rules was punished. However, things are very different in today's classrooms. Currently, there is

more awareness about children's additional needs, and there is an increase in children with learning

difficulties that need to be considered by the teacher.

The physical appearance of a classroom that is a welcoming, well-lit teaching space filled with

intellectually stimulating learning materials also helps teachers send the objective of the lessons across to

the students and also reminds them of lessons taught before. Strategically organizing the classroom also

facilitates the learning process.

A well-organized environment promotes daily routines and information for students to be self-sufficient.

It also provides predictability and consistency, which can help reduce stress for educators.

The purpose of implementing classroom management strategies is to enhance prosocial behavior and

increase student academic engagement (Adams, 2009). Positive and effective classroom management

principles work across almost all subject areas and grade levels (Wiseman and Hunt, 2008).

We have observed in the visit of the CBE class that teachers have most important roles in developing

positive classroom environment. In order to create the positive learning environment teachers, need

knowledge, skills and qualities to teach successfully in different areas, for example: communication with

students, feedback and praise, handling mistakes, questions from students, and clearly structured lessons.

Also, motivation, humor and active time to teach and learn are points which are very important for

teachers. In the CBE classes, I visit regularly, praise of teachers is most effective when it is sincere and

natural. They should use appropriate gestures and actions to accompany them. Teachers should try to

motivate the students so that the students are more likely to pay attention. The relationship between
students and their parents is necessary. Similarly, to be respected with the children is very important. To

react positively to wrong answers is a way to teach positively. Students like when the teacher uses their

names. The classroom climate is so important. In order to create a positive classroom environment is a

main reason that the children like to go into the school, and then children also like to learn.

Conclusion:

In the Community Based Education (CBE) program that we implement in Afghanistan, we believe that

effective classroom management and positive classroom climate construction are critical goals for all

CBE teachers. Everything a teacher does has implications for classroom management, including creating

the setting, decorating the room, speaking to children and handling their responses, putting routines in

place (and then executing, modifying, and reinstituting them), developing rules, and communicating those

rules to the students. Last month, I visited two classes in Kapisa province. Ms. Zahira Safi was a female

teacher, and Mr. Moutawakel was a male teacher. Both CBEs were in the first grade. There was a huge

difference in the management of the class, the quality of learning, and the learning achievements of the

students. I really found that effective teaching practices are closely related to both management and

motivation. "To be successful, teachers must be able to establish appropriate student behavior in their

classrooms in order to maximize the time that they and their students spend on learning." (Wiseman and

Hunt, 2008).

References:

1. Adams, K. (2009). Behaviour for learning in the primary school. SAGE Publications, Limited.]

2. Classroom Management Definition. (2014, November 26). Retrieved from

https://www.edglossary.org/classroom-management/

3. How to Foster a Positive Classroom Environment. (2019, December 17). Retrieved from

https://www.ldatschool.ca/positive-classroom-environment/
4. Sutherland, K., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of

teacher behavior and classroom context on the behavioral and academic outcomes for students with

emotional or behavioral disorders. The Journal of Special Education, 41(4), 223–233.

5. Wiseman, D., & Hunt G., (2008). Best practice in motivation and management in the classroom (2nd

ed). Springfield: Charles Thomas.