Creating a Positive Classroom Environment

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Creating a Positive Classroom Environment
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t780/Welcome/
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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

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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.

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Structuring the Physical Environment

• Desk arrangements
• Student placement
• Classroom decoration
• Music in the classroom

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Desk Arrangement

• Desks in groups, with students facing each other,
  can help stimulate student discussion

Source http//www.bbc.co.uk/schools/
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Desk Arrangement

• Desks in single or double rows are good for
  demonstrations and independent work

Source http//www.babble.com
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Desk Arrangement

• Desks in u-shapes are recommended where possible

source http//www.hck12.net/kes/
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Desk Arrangement

• Desks in workstations are suited for students who
  have developed self management skills

Source http//www.thevillageschool.com
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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

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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

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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)

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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)

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Structuring the Emotional Environment

• It is the teachers 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)

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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 Aspergers.

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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)
• Aspergers
• A bond with the teacher can encourage, inspire
  and greatly assist them.

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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)
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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