Create and maintain supportive and safe learning environments
Creating a positive learning environment is vital for students, and me as a teacher, when working towards achieving learning goals. My classroom is a warm, welcoming, and fun environment that all of my students can thrive in. I believe that the best teachers understand the importance of focusing and directing their students’ youthful energy and enthusiasm- I strive to do this rather than suppress that energy within my students.
My classroom is….
My classroom is….
My classroom is also a safe environment. I am always working to ensure my students feel safe, and ARE safe, when we are doing activities in the classroom. This begins with discussion- if we are about to do an activity where safety is a priority, I will lead a discussion with students, and finish with questioning to ensure we all understand the safety requirements of the activity. Safety goes beyond this though- if a student is feeling unsafe due to the behaviour of another student, I will address the issue until it is completely resolved. We are all equal, and every student in my classroom deserves to feel safe and respected.
Consistency is key in my classroom when managing behaviour. I cannot expect my students to follow my rules if I enforce them differently on different students. I believe it is important to have structure and rules in the classroom in order to have effective teaching and learning take place. One of the most effective ways to do this from my experience is to create a set of rules WITH your students. This gives students influence in the way our classroom functions, independence and ownership of their behaviour, and gives them a deeper understanding of the behaviour that is required in the classroom. Here is an example of classroom rules that I created with a Foundation class at the beginning of the school year:
Positive reinforcement is a big focus on my classroom. Rather than focus on the students who are not behaving appropriately, I choose to acknowledge those who are doing the right thing. I use phrases such as ‘I love the way _____ is sitting so beautifully with her legs crossed and hands in her lap, showing me that she is ready to learn’, or ‘Thank you to the people who have gone to their tables and have started working straight away, great effort’, or ‘I’m looking for a student who is sitting nicely, has started their work, and is not chatting’. These are really effective as they grab the attention of the whole class, and by having me acknowledge the students doing the right thing, the rest of the students aim to do the same. I also like to reward students for great behaviour, with things such as house points or stickers. Students deserve to be acknowledged not only for wonderful work in the classroom, but also for kind behaviour towards their peers or for a selfless act.
I am aware that positive reinforcement cannot be used 100% of the time, so I like to have a chart in my classroom where students who repeatedly do the wrong thing are acknowledged and consequences occur. I will always provide my students with a warning when I first notice very disruptive or rude behaviour. Unless the circumstances are exceptional, I do not believe in punishing students without giving them a chance to improve their behaviour. After a warning, if their behaviour continues, I will move their peg (see peg chart below) or give them a ‘strike’, which I will write on the board. I will speak one on one with a student who is showing disruptive behaviour, to understand why they are doing it and what we can do to improve it. I pride myself on my classroom management and my ability to create an environment where my students understand the expectations of their behaviour and respect the rules, but also have fun in the classroom.
When undertaking whole class activities, it is important to me that all students feel included and engaged. Whole class activities cannot be successful when not every student is ready to listen, contribute and learn. When beginning a lesson, I do a quick whole class activity or game, depending on the upcoming lesson. If I am about to teach a numeracy class, I will often start with a counting game, reciting times tables, counting on the abacus, etc. If I am about to teach a literacy lesson we might start with reading a book as a whole class. This allows the students to remove themselves from what they have been doing just before class, and focus their thoughts on the lesson they are about to have.
I am aware that positive reinforcement cannot be used 100% of the time, so I like to have a chart in my classroom where students who repeatedly do the wrong thing are acknowledged and consequences occur. I will always provide my students with a warning when I first notice very disruptive or rude behaviour. Unless the circumstances are exceptional, I do not believe in punishing students without giving them a chance to improve their behaviour. After a warning, if their behaviour continues, I will move their peg (see peg chart below) or give them a ‘strike’, which I will write on the board. I will speak one on one with a student who is showing disruptive behaviour, to understand why they are doing it and what we can do to improve it. I pride myself on my classroom management and my ability to create an environment where my students understand the expectations of their behaviour and respect the rules, but also have fun in the classroom.
When undertaking whole class activities, it is important to me that all students feel included and engaged. Whole class activities cannot be successful when not every student is ready to listen, contribute and learn. When beginning a lesson, I do a quick whole class activity or game, depending on the upcoming lesson. If I am about to teach a numeracy class, I will often start with a counting game, reciting times tables, counting on the abacus, etc. If I am about to teach a literacy lesson we might start with reading a book as a whole class. This allows the students to remove themselves from what they have been doing just before class, and focus their thoughts on the lesson they are about to have.