Creating a Positive ClassroomEnvironment Source: http://i43.photobucket.com/albums/e354/mcat780/Welcome/ 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 . bbc. can help stimulate student discussion Source: http://www. with students facing each other.Desk Arrangement Desks in groups.co.uk/schools/ . com .babble.Desk Arrangement Desks in single or double rows are good for demonstrations and independent work Source: http://www. Desk Arrangement Desks in u-shapes are recommended where possible source: http://www.net/kes/ .hck12. 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 . Student Placement Place easily distracted students away from each other. 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 . Classroom Decoration Students like to see their own work displayed. 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) . 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) . 95) . 1998. so that each student feels special and important.” (GroundwaterSmith et al. p.Structuring the Emotional Environment “It is the teacher’s responsibility to value each and every one of the students in their class. .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. Maths) Asperger’s – A bond with the teacher can encourage. work consistently. (eg. and avoid boredom associated with repetitive tasks. . inspire and greatly assist them.Structuring the Emotional Environment ADHD – Students need extra motivation so they can maintain attention. 32) . p.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. 1993. 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 . 30-33) Take home buddies Yellow pages (Lacey. p. 2006. p. 2001.Strategies Minimise embarrassment Use humour Use bibliotherapy Use class meetings (Konza et al.31) . 1991). or the extent to which a person values.Self-esteem Defined An individual's sense of their value or worth. 1965) . A favourable or unfavourable attitude toward the self (Rosenberg. prizes. or likes him or herself (Blascovich & Tomaka. appreciates. approves of. 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. . Campbell. (Baumeister. 1992) . & Vohs. p. Marsh & Burnett. Krueger.Self-esteem: The Research Shows Increased self-esteem does not result in increased achievement. 2005. 84) (Craven. 2003) (Hattie. " "I don't deserve to be in college." "I can do this.Group 1: What causes good and bad grades? "I can be proud of myself." "I'm worthless." "I am better than most of the other people in this school." BOTTOM LINE: Hold your head--and your self-esteem--high." Students who did not improve were thinking: "I'm ashamed of myself." "I am satisfied with myself. . Group 2: What causes good and bad grades? "I need to work harder." "This test was too hard. ." "I can control what happens to me in this class." Students who did not improve were thinking: "It's not my fault." "I'm not good at this." BOTTOM LINE: Take personal control of your performance." "I can learn this material if l apply myself." "I have what it takes to do this. Results? By the end of the course.a failing grade. The average for students in the second group was 62 percent -. which is poor but still passing. . the average grade for students in the first group dropped below 50 percent -.a D minus. But a respected international math assessment showed Koreans scoring far ahead of their peers in the United States.” (washingtonpost. 2006) .com. eighthgraders.S.Similar Research “6 percent of Korean eighth-graders surveyed expressed confidence in their math skills. compared with 39 percent of U. raising questions about the importance of selfesteem. – Not necessarily a reality-based evaluation – Self-esteem leads to achievement (Shokraii. – A product of achievement. not the cause – Achievement leads to self-esteem (McGrath. 2005) .Self-esteem Breakdown Earned Self-esteem: develops when students have accomplished something worthwhile or behaved in a personally or socially responsible way. 2003) Global Self-esteem: a general sense of pride in oneself. and anxiety when they lose. frustration. fail or make mistakes Teach resiliency and self-control .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. 2003) .Strategies Pro-social values Coping skills Courage Managing feelings Social Skills Goal achievement (SMART) Evidence-based self-knowledge (McGrath. The class is relatively small being comprised of 12 students. Student B . Only likes to sit next to student B. Discuss your reasoning as a group. Decide which arrangement would best suit this class. Within the class you are aware of students with the following circumstances: Student A . . The physical space is the groundwork for the type of classroom you run.Identified as having RD.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. The Task: You have three options for your classroom arrangement: rows. Student E . Involved in peerassistance program. 3 years behind class.Diagnosed Asperger’s. does not like to work in groups.ADHD tendencies. Student C . constantly seeking attention and going off task in class. Top performing student. Student D . The Information: You are the teacher of a year 8 class. groups or ushape. exhibits poor task management skills.Physical disability and is confined to a wheelchair.Extremely shy. Good luck on your assignment next week! .Thank you one and all.
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