Creating a Positive Classroom Environment

1. Creating a Positive Classroom Environment Source: http://i43.photobucket.com/albums/e354/mcat780/Welcome/

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

3. 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.

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

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

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

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

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

9. 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

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

11. 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)

12. 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)

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

14. 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.

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

16. 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, p.32)

17. 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