Creating a Positive Classroom

Environment

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Agenda
How to structure the physical
environment
 How to structure the emotional
environment
 The role of self-esteem in the classroom

Structuring the Physical
Environment
Konza, Grainger & Bradshaw (2001) in their
book, Classroom Management: A Survival
Guide explain that the physical environment
of a classroom explains a lot about your
expectations as a teacher.

Structuring the Physical Environment  Desk arrangements  Student placement  Classroom decoration  Music in the classroom .

co.uk/schools/ .Desk Arrangement  Desks in groups. can help stimulate student discussion Source: http://www.bbc. with students facing each other.

Desk Arrangement  Desks in single or double rows are good for demonstrations and independent work Source: http://www.babble.com .

net/kes/ .hck12.Desk Arrangement  Desks in u-shapes are recommended where possible source: http://www.

Desk Arrangement  Desks in workstations are suited for students who have developed self management skills Source: http://www.com .thevillageschool.

Desk Arrangement  Remember. all seating arrangements should accommodate an inclusive learning environment  Foreman (1996) notes that some classrooms may require free and quiet spaces to facilitate learning .

doorways. place to one side of the classroom. windows and areas of high traffic  Preferably. close to the front  An inclusive classroom should place students in areas of the class best suited to their needs .Student Placement  Place easily distracted students away from each other.

even in High Schools  Class-made posters help students develop a sense of belonging to the classroom  Plants and animals can have positive effects on the classroom (Nicholls. 2006) .Classroom Decoration  Students like to see their own work displayed.

Music in the Classroom  Music can be a great addition to any classroom – Use as reward – Create positive mood – Helps broaden musical experiences  In inclusive classroom music can: – Comfort/calm and help focus (some students) .

” (GroundwaterSmith et al. p. so that each student feels special and important. 1998.Structuring the Emotional Environment “It is the teacher’s responsibility to value each and every one of the students in their class. 95) .

Structuring the Emotional Environment  The bond between a teacher and student is much more important for students with management and behavioural issues such as ADHD and Asperger’s. .

work consistently. .Structuring the Emotional Environment  ADHD – Students need extra motivation so they can maintain attention. and avoid boredom associated with repetitive tasks. (eg. Maths)  Asperger’s – A bond with the teacher can encourage. inspire and greatly assist them.

p. 1993.Knowing and Liking You  Who you are  What you stand for  What you will ask them to do  What you will not ask them to do  What you will do for them  What you will not do for them (Glasser.32) .

Strategies Greet students personally  Make frequent eye contact  Negotiate rules and routines with students  Acknowledge positive behaviours  Use positive language  Interact with students outside the classroom  .

p. p.30-33)  Take home buddies  Yellow pages (Lacey. 2001. 2006.Strategies  Minimise embarrassment  Use humour  Use bibliotherapy  Use class meetings (Konza et al.31) .

1991).  A favourable or unfavourable attitude toward the self (Rosenberg. appreciates. or the extent to which a person values. approves of. or likes him or herself (Blascovich & Tomaka. prizes. 1965) .Self-esteem Defined  An individual's sense of their value or worth.

.Self-esteem Pop Quiz  A) Increasing a students selfesteem will result in increased achievement.  B) Increasing a students achievement will result in increased self-esteem.

(Baumeister. 84) (Craven. & Vohs. Campbell. 2003) (Hattie. Krueger. p. Marsh & Burnett. 2005.Self-esteem: The Research Shows Increased self-esteem does not result in increased achievement. 1992) .

" "I am satisfied with myself." "I don't deserve to be in college." Students who did not improve were thinking: "I'm ashamed of myself." BOTTOM LINE: Hold your head--and your self-esteem--high. ." "I'm worthless." "I am better than most of the other people in this school." "I can do this.Group 1: What causes good and bad grades? "I can be proud of myself.

Group 2: What causes good and bad grades? "I need to work harder." "I can learn this material if l apply myself. ." "This test was too hard." "I have what it takes to do this." "I can control what happens to me in this class." "I'm not good at this." BOTTOM LINE: Take personal control of your performance." Students who did not improve were thinking: "It's not my fault.

. The average for students in the second group was 62 percent -.Results? By the end of the course. which is poor but still passing.a failing grade. the average grade for students in the first group dropped below 50 percent -.a D minus.

Similar Research  “6 percent of Korean eighth-graders surveyed expressed confidence in their math skills. 2006) .com.S. raising questions about the importance of selfesteem.” (washingtonpost. eighthgraders. compared with 39 percent of U. But a respected international math assessment showed Koreans scoring far ahead of their peers in the United States.

2003) Global Self-esteem: a general sense of pride in oneself.Self-esteem Breakdown  Earned Self-esteem: develops when students have accomplished something worthwhile or behaved in a personally or socially responsible way. 2005) . – Not necessarily a reality-based evaluation – Self-esteem leads to achievement (Shokraii. not the cause – Achievement leads to self-esteem  (McGrath. – A product of achievement.

Implications for Teachers?  Don’t disregard self-esteem  Focus on techniques that will result in increased earned self-esteem  Don't shield students from feelings of sadness. frustration. and anxiety when they lose. fail or make mistakes  Teach resiliency and self-control .

2003) .Strategies  Pro-social values  Coping skills  Courage  Managing feelings  Social Skills  Goal achievement (SMART)  Evidence-based self-knowledge (McGrath.

Student C . Only likes to sit next to student B. Decide which arrangement would best suit this class. exhibits poor task management skills. Top performing student. The physical space is the groundwork for the type of classroom you run. does not like to work in groups.Diagnosed Asperger’s.Be the Teacher In order to establish a positive emotional environment in your classroom you must first arrange the room in a manner that will facilitate your long term goals. Involved in peerassistance program. The class is relatively small being comprised of 12 students. constantly seeking attention and going off task in class.Extremely shy. 3 years behind class. The Information: You are the teacher of a year 8 class. Discuss your reasoning as a group. Student E .ADHD tendencies. Within the class you are aware of students with the following circumstances: Student A . Student B .Identified as having RD.Physical disability and is confined to a wheelchair. groups or ushape. . The Task: You have three options for your classroom arrangement: rows. Student D .

Good luck on your assignment next week! .Thank you one and all.