responsibility to develop a safe classroom climate that is conducive to learning. This safe classroom climate is enhanced through structure, predictability, and consistency that come about as a result of established rules and procedures.
Rules should be established on the very first day of class. The teacher, with a basic idea of what rules are needed, guides students in the establishment of three to five basic rules. Involving students gives them ownership in the task of keeping the classroom a safe environ- ment. Rules should be stated in positive terms. For example: one rule might state that every- one needs to be shown respect. This very generic rule covers a multitude of behaviors from fighting to rudeness. Rather than stating the rule as No Disrespect, the rule can be stated as Show respect toward others. As students develop the rule, they can discuss the meaning and describe what the rule does and does not look like in the classroom by giving specific exam- ples. This allows them the opportunity to visualize and experience the abstract idea. Through this teaching and modeling, students gain a true understanding of what the rule is and why the rule is important.
Procedures offer a way to maintain order and safety in the classroom. Established procedures result in less teacher explanation and less confusion; however, they require organization and pre-planning. The teacher must consider tasks that go on daily. What procedure is required when students need to sharpen their pencil or want to go to the bathroom? What proce- dures can be a student responsibility rather than a teacher task?
Belonging
Belonging suggests feeling comfortable and accepted as a part of a group or community. It means feeling valued as a member of that group and making contributions to the whole. Belonging is demonstrated through a show of respect between the teacher, the student, and all class members. Criticism, sarcasm, or exclusion has no place in the classroom.
Research supports the idea that children’s academic achievement is increased in a safe, nur- turing, and affirming environment. (Elias et al., 1997) This safe, nurturing, and affirming en- vironment does not just happen but has to be developed and modeled through classroom instruction. Knowing the students, developing a sense of cooperation, and implementing class meetings can establish a community of learners.
Surveys provide one means of gathering useful information. A great deal of information can be gleaned by asking the right questions. For example, the survey might include a question regarding the student’s favorite TV show. The answer might indicate how late the child is staying up, what interests him, and the level of supervision on his viewing. Surveys can be
19
Virginia Educational Leadership
Vol. 7 No. 1
Spring 2010
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73