A positive Classroom climate While laying the foundation of learning for our children we must remind ourselves that what and how they learn today will make them the people they will become tomorrow. It is therefore our primary responsibility as educators to create and foster an environment where children feel safe, happy and free to express themselves through words, actions or play. Some of the elements of a positive learning environment in my classroom would be |
Do the students in my classroom feel cared for? | Yes | No |
Greet every child every day | | |
Know something specific about each student | | |
Personalize learning for students based on the knowledge I have about them | | |
Is every voice heard? | | |
Do we share stories about each other that helps us understand each other better? | | |
Did I demonstrate sensitivity towards a students’ circumstances? | | |
The Physical Environment | | |
Is the classroom set up student centered? | | |
Are desks set up in a way that facilitate collaborative learning | | |
Do the decorations reflect student diversity? | | |
Is there a list of positive classroom behavior in the classroom? | | |
Encourage dialogue and inquiry | | |
Do I facilitate an environment where students ask questions respectfully? | | |
Do students talk to each other to find out answers arising out of their curiosity? | | |
High Expectations High expectations reiterate the sense of belief a teacher/parent has on his/her student/child. It helps students focus on their goals and motivates them to achieve more when they know that someone else believes they are capable of better results. | | |
Am I aware of the different expectations I have for each of my students? | | |
Am I biased towards any particular student? | | |
Do I set high performance expectations for each student? | | |
Did I do anything today to make any student feel that he/she was incapable of achieving expected results? | | |
Did I push every student hard enough towards his/her goal? | | |
Were the high performing students and the low expectancy ones given equal attention? | | |
Rules, norms and procedures | | |
Is the classroom furniture set up in a way that gives easy access to each student? | | |
Are classroom rules well established? | | |
Do the students demonstrate an understanding and application of these rules? | | |
Are there adequate transitions between activities? | | |
Do students demonstrate a clear understanding of the procedures to be followed between and during transitions? | | |
Do students have a say in the rules and norms when they are established? | | |
Are the rules reviewed periodically and changed as required? | | |
Are there regular classroom meetings? | | |
Were students following rules given positive reinforcement? | | |
Managing Behavior | | |
Is there a behavior chart to monitor student behavior? | | |
Are students recognised for good behavior? | | |
How are students recognised for good behavior? | | |
Certificates | | |
Beans for the class | | |
Smiley points | | |
Stickers | | |
Are there any digital tools used to notify parents of good behavior? | | |
Do I demonstrate withitness in my classroom and keep track of students going off track or getting distracted? | | |
Do I have clear stages of escalation for inappropriate behavior? | | |
Which of these are frequently used consequences for bad behavior? | | |
Time Out | | |
Overcorrection | | |
Group Contingency | | |
Home Contingency | | |
De-escalation Strategies | | |
Recognise that the student is out control | | |
Step back and calm myself | | |
Create some physical space between the student and myself | | |
Listen to the student | | |
Plan future action in case of a similar situation | | |
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