Plan for Managing the Learning Environment

Upon considering my own experiences in the classroom - what makes a class have a positive or negative aspect, a lot comes back to the classroom environment. Here is my plan for creating a positive classroom culture, establishing norms and procedures and handling various aspects of the learning environment.

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Plan for Managing the Learning Environment

By Lindsay Stapleton

Classroom Culture and Climate Reflection:

When I consider the classes that have had the greatest impact upon myself as a student or the ones that felt the most successful as a teacher, there are a number of shared qualities that these classes had. Number one amongst these aspects is a positive classroom culture. The classroom culture ensures that the class runs smoothly, engages students and helps build relationships. As part of Maslow’s hierarchy of needs, learning environments that foster relationships are a building block that leads to higher levels of self-esteem and self-actualisation. When I think about the worst experiences that I have had as a student, or as an observer to a class, these classes all had a very negative classroom climate and culture. In these toxic environments, students were combative rather than collaborative, and they were afraid to share ideas as well as being resistant to helping each other. Helping others was seen as a threat to their position in the class, and in order to be at the top they wanted to make sure others could not reach their perceived level. This factor was the worst quality, but also the attitude of the instructor exacerbated this problem. Having an instructor who is negative, shouts, and models poor behaviour creates a terrible climate in which students cannot feel comfortable to make connections with each other. Classes that build a positive classroom culture strive to foster relationships. Relationships with fellow students as well as the instructor, help to motivate students and keep them engaged. When I reflect on the classes that had the greatest impact on me, I had really strong connections with my instructors. For example, I really valued my Art teacher’s opinion, and this was one of the driving forces that made me want to really excel in art and made me believe in pursuing it in college. He would push us all to get better and his praise meant a lot. The class would also collaborate in giving each other feedback as we worked on our projects, and the climate was very helpful and supportive so students could feel comfortable to explore artistically. These relationships bring cohesion to the classroom environment and help facilitate communication and collaboration more easily. (Barr) Another very important quality is to have a class that is engaging and uses humour. The class should find some way of connecting with students to garner interest and curiosity. My favourite teachers have all sparked my interest in topics I may not have considered interesting at first by showing them in a different light, or connecting them to something meaningful. Using humour also helps make dry or heavy topics fascinating and fun. My calculus teacher was great at this - he created “the derivative game,” which made formulating derivatives suddenly very fun for us, and my friends and I would actually play this game outside of calculus class. In college, one of my art teachers compared graphic novels to Carvaggio, and this concept of showing that “high” and “low” art are not so different as heavy art historical narratives would lead us to believe, has also become something I will always remember and help me in my art approach. Lastly, setting expectations for classroom behaviour and creating clear objectives helps achieve an organisation to the classroom. This sense of organisation is important to create a climate that is fair and equitable which in turn helps students feel comfortable to participate and take ownership of their behaviour in class. Having clear goals for the class empowers students to know what they are working towards, and gives a sense of clarity and purpose to what they are doing everyday. Strategies for Positive Classroom Climate

• Build relationships and foster collaboration

  • Take time at the beginning of a class to get to know students' names, and also for the students to know all of each other’s names.

  • Relationships are vital for student connectedness and help create a climate where students feel more comfortable and willing to participate with each other.

• Use games and interactive elements

  • Ensure a variety of materials to engage the students and maintain interest

  • Gamification of learning to motivate students and also make learning fun

• Model behaviours and go over class expectations

  • Have students help come up with the rules of behaviour so that they feel a part of the process and that these rules are more meaningful to them

  • Give them ownership of the expectations, so that they can accept responsibility of their own actions

  • Lead by example, as a teacher your behaviour sets the tone of the class

  • Make a poster of these expectations or have them somewhere that is visible and easy to reference

• Bring positivity and passion to the classroom

  • Students will feel the energy of their instructor, so incorporating this mindset will help keep lessons lively and make class something that the students want to go to and be a part of.

  • Draw upon students’ passions to keep them engaged in learning.

Strategies or Modifications for Virtual Learning Environment

• Check in with students regularly

  • Make time at the beginning of class (or at various points throughout) to see how students are doing. This lets them know that you care as an instructor and see them as people.

  • With the difficulty of the pandemic, distance learning is even more challenging and students may be struggling with maintaining mental health. Check-ins will help students know that they are not alone and remind them that we are all connected.

• Set norms for how to behave in the online environment

  • How to use non-verbal communication (things like: “thumbs up,” using the chat box, raising your hand) to help students participate.

  • Expectations set for when to mute and when to allow others to speak

• Breakout Rooms or small groups to build community

  • Find ways to increase students' participation with each other. One of the most challenging aspects to virtual learning is the decreased social interactions. Finding ways in which to build community and strengthen connections is vital for keeping students engaged and healthy from an emotional / mental standpoint.

References: Barr, J. J. (n.d.). Developing a Positive Classroom Climate. Retrieved November 14, 2020, from https://drive.google.com/file/d/1QXpEjS_jSeOBJir35pe3GV_SrXLhqZYC/view Milheim, K. L. (n.d.). Journal of Online Learning and Teaching. Retrieved November 14, 2020, from https://jolt.merlot.org/vol8no2/milheim_0612.htm

Classroom Norms and Behaviour Expectations:

Classroom norms and expectations should lead towards better student outcomes, and address areas that may create difficulties for students. As education veers towards student-centred learning, setting norms and expectations as a collaboration between the teacher and the students creates an atmosphere of ownership in which the expectations are meaningful and relevant to students since they had a hand in making them. Students will feel a stronger sense of responsibility and accountability towards the agreements they make and will be more willing to follow them. These norms and behaviours will also give the class a sense of organisation which will empower students to feel comfortable behaving within the class construct more freely.

• Listen when others are speaking

  • The goal is to be able to hear each other’s voices and respect others while they are speaking. There should be only one person speaking at a time so that undivided attention is placed on the speaker. By listening when others are talking, students show that they value each other’s and the instructors ideas and that they are willing to learn.

• Help and support each other in the classroom

  • Collaboration and relationships are vastly important to developing a positive classroom environment. By supporting others and helping them to succeed, students will feel connected knowing that they have each other’s backs in case something is difficult and that their peers and teacher will be there to help them succeed. Rather than trying to hold on to their knowledge and let others fall behind, students should help each other when they are struggling.

• Treat each other with respect

  • Respect is a two-way street, and it can be grown from small consistent actions. Listening when others are speaking, valuing others’ opinions, and interacting with kindness are all ways to show that students value and respect each other. These acts will help foster an environment that is positive in which students can grow their self-esteem and develop relationships with their peers.

• Approach problems with a growth mindset

  • Flexible ways of thinking and approaching problems as a challenge rather than an impossible obstacle are key to a students success in overcoming difficulties. Not only is this a vital 21st century skill, but it is also an important emotional and social skill. Students must learn to view adversity as a way to grow, as this will help them handle diverse ways of thinking and various sets of people, making them more adapted to navigate in an increasingly globalised world.

Strategies or Modifications for the Virtual Learning Environment the same norms as in the physical environment, but some additional ones:

• Stay on task and give attention to students and teachers

  • Since it is easy to be distracted on the computer in a remote environment, a major challenge of students will be focusing on the class while at home. Some rules can be: putting away cell phones, only having windows/apps open related to the class, working in a quiet environment, and making sure that the computer/environment set up is conducive to the class.

• Participate fully

  • Ideally, students will participate by having cameras on and sound enabled (as appropriate), so that they can respond to questions, have discussions and interact with their peers. As long as there are avenues in which the student can participate, (even non-verbally or through the chatbox) students should strive to participate as much as possible throughout the class as differentiated to them. Interaction is key to growing relationships and maintaining connection in an online learning environment.

• Help others with problems

  • As above, helping others not only raises the achievements of the class as a whole, but also helps students grow interpersonal skills and develop relationships with their peers. In an online environment this may even be helping each other with navigating the virtual classroom or troubleshooting technical difficulties.

• Take responsibility and accountability of actions

  • Students must feel ownership of their actions and understand the consequences (positive and negative) that their behaviors can have in affecting their classroom experience and that of their peers. In a virtual environment, actions such as disrupting the class, playing games instead of participating or placing themselves in a noisy environment can all inhibit their class experience as well as that of other students. Understanding how their choices can affect the outcome will help them make meaningful choices that directly impact their results.

References: Finley, T. (2014, August 12). The Science Behind Classroom Norming. Retrieved November 15, 2020, from https://www.edutopia.org/blog/establishing-classroom-norms-todd-finley

Clear Routines and Procedures

Situation Steps (and Modifications, if any)

Entry Routine

• Greet students as they come in and check if they have what they need for class. Students greet the teacher and their peers.

• Students take their seats and get materials ready for class.

  • Take out homework, notebooks or computers

  • Make sure inappropriate items for class are put away (no cell phones, games, etc.)

• Students start a “do now” activity while others are still entering the class. The teacher will also take attendance at this time.

  • If students finish “do now” activity early, there will be additional independent reading or writing activity.

• As a class check in, greet each other, and reflect on “do now” activity.

• Go over the agenda and objectives for the day. Go over class norms/expectations as needed on an ongoing basis.

Classwork Routines

• Hand raising: Students will participate in class discussions and respond to questions by raising their hand before speaking

  • Students listen when others are speaking and follow our norm of respecting others.

• Group activities:

  • Students collaborate and listen to others as they are speaking, strive to be respectful and not interrupt each other.

  • Students support and help each other in groups. Treat their peer’s opinions as valuable and help struggling students with corrections.

  • All students must participate. Teacher will find ways to help students participate through differentiation as needed (such as giving alternative methods for them to participate within the group, extra help with participation or graded material).

  • Teacher will assign groups to facilitate better group activities.

• Participation: All students will participate in class discussions or respond to prompts.

  • Brain breaks - students will have options on how to participate in classwork break activities. As long as they are involved in the activity, they choose the method of participation that suits them and will help them get the most from the activity.

  • If students choose not to participate, teacher will check in on them and figure out why. Teacher will make modifications and corrections to help students with participation.

• Prepared materials: Students have materials prepared.

  • If they need to borrow something or sharpen a pencil, they will do so without interrupting the class.

Exit Routine

• Go over homework due for next class and assignments as necessary

• Complete exit tickets

  • Exit ticket might be class discussion or some reflection on the lesson of the day

  • Can also be feedback on the lesson, how well the students felt they learned the material and what they need in class to get more out of a lesson (if applicable)

• Clean up materials, push in chair, and pack bag

  • Students check their area and those around them as well to make sure everything is tidy.

• Teacher thanks the students for their work, and says goodbye. Students also say goodbye to the teacher and to each other.

Routines for the Online Classroom:Entry Routine same as above with modifications:

• Teacher greets students individually as they log into class.

• Students enter the classroom muted, but may unmute to respond or use the chatbox.

  • This ensures that students and teachers can hear each other, because the audio feed gets distorted when too many devices are outputting audio at once.

Classwork Routine:

• Raise hand before speaking: students can use the reactions in the online platform to raise their hand, or if their camera is turned on, can physically raise their hand in order to speak

• Students can unmute themselves, but must be respectful about taking turns to speak.

• Group activities: may be done in breakout rooms. Students will again be respectful of taking turns to speak. The teacher may assign roles as needed.

• Allow time for brain breaks - particularly important in a virtual environment for students to move around, recenter and get physical exercise in their day.

Exit Routine

• Complete exit tickets

  • In an online environment this could be an online survey, form or quiz.

  • If it’s a discussion day reflecting on the lesson, the teacher will facilitate discussion by calling on students individually. Or, students may respond using the chatbox.

• Students and teachers will say goodbye before logging off.

Transitions

Situation and Steps

Bathroom Transitions

• If students need to use the restroom, they will make a hand signal as indicated on the classroom procedures poster (for example raised hand with 2 fingers crossed)

  • Teacher can identify the request quickly without disturbing the flow of the class

  • For students with special needs, or ELL, we will make sure they have their own signals to indicate their need to use the bathroom (if there’s any need for it to be different from the rest of the class)

  • Students with special needs may need a buddy or paraprofessional to accompany them to the bathroom.

• Only one student will be allowed to go at a time

  • Except in the case of special needs students

• Students grab the hall pass before leaving the classroom

• When they return, replace hall pass and sit in their seat quietly without disturbing their fellow students

Whole group to small group Transitions

• Teacher will gain students’ attention with verbal signal

  • Prepare students to know that they are switching activities: “Focus on me.”

  • For ELL students, use TPR or nonverbal signals as well to communicate that students should pay attention

• Give clear instructions of what students will do in their activity along with time they have for the activity

• Prepare Students for start, “In 1 minute we will begin” (etc.), once started remind students how much time they have for the activity

  • Divide students up and have them move around the room as necessary to be in their groups

  • Use timer or give verbal reminders for the amount of time left to work on activity

  • For students with special needs, additional time may be required / allowed as needed. Special consideration must also be considered in allocating groups

• Verbal cue to signal the end of small group work (could be use of a bell, or refocusing phrase from the teacher)

  • Students return to their assigned seats if necessary

  • Again, use nonverbal or TPR alongside verbal cues to include ELL students

Using Tech

• Take out tech as directed by teacher

  • Should only use the apps and webpages approved by instructor, and put away any sell phones or other devices

  • Only use their device (or shared device in the case of group activities) and not message other students

  • Students with special needs will be allowed extra time, and may need additional assistive technology. Assistive technology can be used after the specific tech activity has ended as appropriate

  • For ELL learners, additional time explaining the use of tech and activity made be needed and accounted for in the planning of the transition and activity

• Verbal instruction when to put away the tech device

  • Additional use of timer for some activities, so that students can be prepared when they need to finish using the device and can save their work.

  • For special needs learners, additional time may be allowed. For ELL learners, include visual instructions, nonverbal instructions or TPR to help convey the instructions for putting away devices.

Transitions for the Online Classroom:

Bathroom Transitions

• Students will indicate if they need to use the bathroom using nonverbal signs (or use nonverbal reactions and chatbox)

  • Work with students with special needs and ELL students to make sure they understand specifically how to convey their needs, create specific signals for these students as necessary.

Whole group to small group Transitions

• Teacher will give verbal instruction about transition to small groups (breakout rooms for instance) and instructions given before students enter breakout room

  • Once in the breakout room, students will have access to instructions through the class website (or other online tool to facilitate the class such as nearpod).

  • Students will be given time to complete their activity and a warning before the breakout room ends.

  • Spend time making sure that diverse learners, ELL students and students with special needs understand the procedure and are supported throughout the process. Give instructions both verbally and nonverbally. Make sure that these students are placed in breakout rooms that will hope them to be successful; if possible, ensure that a paraprofessional or assistant can be a part of their breakout room and support them as needed during activities.

Response to Traumatic Stress

Trauma Symptoms and Response Strategies

Trouble Forming Bonds

• First, try to diagnose the problem. If a student is having trouble forming relationships due to bullying, then the underlying problem is actually bullying and not necessarily an issue with relationship formation.

• Build positive relationships

  • Spend time before and after class to get to know the student. Oftentimes, students that have difficulty forming bonds also have difficulty understanding that they are loveable. Show the student that they can be liked for who they are.

• Emphasize self-awareness

  • Sometimes students have problems with relationships because they have low self-esteem or believe that they are not someone worthy of love. Emphasise students good qualities through self awareness reflections so that they learn to value themselves.

• Develop emotional intelligence

  • Another possible difficulty in forming bonds is a lack of emotional intelligence and social awareness. We can combat these problems through self reflection, and experience dealing with various groups / peers. Make sure the student can work with others through various group activities and roleplays.

Attention Seeking

• Children that have been neglected seek attention may be disruptive because they are seeking attention of any kind, including negative attention. Quick and predictable responses are appealing to this type of student.

• Part of the struggle these students have is poor self-regulation.

  • Teach students to calm themselves down through various strategies: meditation, counting, set of explicit instructions, etc.

  • Give students an outlet for their emotion and practice how they can manage it.

• Assure students that they will receive attention

  • Teachers can make attention predictable: for instance, if it’s turn based when calling on students or shining the spotlight on them.

  • Random acts of kindness also show the student that attention is not linked to a desired behavior. Eventually they will learn that they do not have to earn attention, they are loved for who they are.

Drug and Alcohol Abuse

• Students that abuse alcohol and/or drugs often have other underlying issues that are creating this response symptom. As a teacher, try your best to discern what the underlying issue or cause may be so that it can be addressed appropriately.

• Meet with students, school counsellors, administration and parents to discuss the issue and how it affects their school. Involve the parents to tackle the problem as much as possible.

• Recommend the student see a specialist / therapist to help with the issue and coordinate necessary steps for recovery.

Management TechnologyTechnologyRationale and UseBest Sand Timer

• Used as a visual reminder for students so they know exactly how much time they have when they are doing activities.

• Also good for kids when they need a few minutes to calm down, as it can be relaxing and hypnotic to watch.

• Would use it for timing activities, brain breaks, to help students who need time to de-escalate. Simple and easy to use.

123Classroom

• Gamifies the interactions in the classroom and offers a link to parents.

• Whole Class behavior management and goal setting. Can also be used to provide private goals and management.

• Provide feedback to students and parents, as well as receive feedback from both students and parents.

• Fairly simple behavior management tool.

Teacherkit

• Log student attendance, add behavior notes, record student grades and for seating charts

• Good at visualizing data and creating reports, easy to use and very simple but visually appealing.

• Simple classroom management tool, some downsides could be that grades are only numerical, so teachers may need to provide additional narrative feedback to students, but seems like a good classroom organisation tool.

Technology for the Online Classroom:Gimkit

• Live learning quiz app. Questions are repeated on the student's own device which they answer at their own pace.

• Use lesson content to create "kits" (live learning games) to create quizzes. Can import kits or use Gimkit gallery.

• Assign kits for completion within a specific time frame, students complete the quizzes on their own time and pace.

• Completing quizzes earns money that students can reinvest in Gimkit upgrades that align with their strengths.

• Provides formative data on students, but it’s not a free service.

Voki

• Allows users to create a speaking character or avatar.

• Can be used as an instant playback tool (which is great for English Language Learners). Have students type a sentence into the site -- by having it spoken back to them will let them hear and fix mistakes.

• Vokis can help with pronunciation and help kids understand nonverbal communication through a lack of movement.

• Shyer students can also use Vokis to express themselves (as long as they are not hiding behind an avatar.

Family Communication

Tools for Regular Communication:

• Using Tech platform to connect parents with students learning. Some examples:

  • ClassDojo

  • 123Classroom

  • Nearpod

  • Seesaw

  • Google Classroom

• Email, call, text and in-person meetings are regular ways to communicate in addition to the class platform tools.

• Back to School day, Parent-Teacher Conferences, and other school community days

• Try to involve parents in class activities, particular PBL projects. “Get to know you” surveys of students and parents can help understand what network your class may have. Can involve parents that have a particular connection to an industry or topic in PBL projects.

• Regularly celebrate student achievements on the class platform or webpage as well as within the in person classroom. Make sure communication is positive (don’t contact parents only when something negative arises).

Reporting Requirements for Suspected Child Abuse:

• “Mandatory reporting requirements help protect children from harmful situations and ensure that law enforcement officials and social workers can immediately begin investigating.” (Racine)

• Make sure to follow local and state guidelines on reporting. (in D.C. for instance you would call 202-671-7233) Additionally report any suspicions immediately to school administrators and counsellors. You are obligated to report, it’s not up to you to prove it.

• Make sure to gather and record any evidence supporting your suspicions to bring to the attention of school authorities.

  • Do not have to prove it, but it’s good to keep a record of your suspicions and concerns.

  • Carefully observe students and don’t assume that “it’s nothing” if a problem keeps presenting itself. Tracking suspicions and observations helps with recognising what may be going on with the student.

• Under D.C. law, mandated reporters who fail to report can be prosecuted by the Office of the Attorney General.

Reference: Racine, K. (n.d.). Reporting Child Abuse: What to Know. Retrieved December 11, 2020, from https://oag.dc.gov/public-safety/reporting-child-abuse-what-know