Issue 45:
Creating an Inviting Classroom Environment
Did you know?
Research shows that when teachers model interpersonal concern, nurture student autonomy and self-direction, encourage student thinking, and facilitate student collaboration, they encourage the development of a sense of community in their classrooms (Martinez, Perez, & Cook, 1998).
Students' perceptions of a supportive, caring relationship with a teacher and a positive classroom climate are related to school satisfaction by as early as third grade (Wentzel, 1997).
Research shows that teachers who are taught to provide support and warmth, developmentally appropriate autonomy, and clear expectations for behavior allow students to develop a greater sense of community, improve academic achievement, and display more socially competent behavior (Schaps, Battisitich, & Solomon, 1997).
"A teacher's ability to relate to students and to make positive, caring connections with them plays a significant role in cultivating a positive learning environment and promoting student achievement."
–James H. Stronge
Author of Qualities of Effective Teachers
Performance Learning PLUS is a monthly e-newsletter by Performance Learning Systems (PLS), a comprehensive educational services company that has provided a full spectrum of programs, products, and consulting services to educators and business professionals since 1971.
When students enter your classroom each day, they want to feel comfortable and accepted by you as well as other students in the classroom. Read on for ways to start the school year by CREATING AN INVITING CLASSROOM CLIMATE that fosters opportunities for learning.
TIPS:
The following strategies help teachers create an inviting, respectful, and supportive classroom climate.
1. PROVIDE OPPORTUNITIES FOR STUDENTS TO LEARN AND WORK TOGETHER.
Heterogeneous groups can help students develop relationships across gender, racial, and ethnic boundaries as well as integrate students with disabilities. To ensure success, be sure that students know what size the groups should be, what procedures they need to follow, and what behaviors are expected. Students will value the opportunity to learn and work together if there is some flexibility and fun in grouping as outlined below.
- Vary Group Size -- Vary the group size depending upon the task. Some activities may be best carried out in small groups of three or four while other activities work better with a larger group of five or six. You can establish various sizes for groups at the beginning of the year and use those groups all year long. For instance, form groups of three and refer to them as the "triangle" groups. Any time you want students to work in groups of three, tell them to meet with their triangle groups. The "square" group always has the same four members, the "stop sign" group always has the same eight members, and so on.
- Build Group Identities --Another idea is to have each group give itself a name to foster an identity for the group. Provide a way for students to get to know one another in their groups, such as having them find out three things they all have in common, then giving themselves a name that reflects their identity.
2. CREATE SPECIAL TRADITIONS FOR YOUR CLASSROOM.
Traditions help students make an emotional connection to the class, prompt positive feelings, and provide a sense of belonging to the group. Classroom traditions include activities and experiences that are unique to the class, known to everyone in the class, and repeated over time.
Make up responses and songs that work best for your class. Your classroom climate will be more inviting if students are encouraged to participate in making up the words as a group. Or let small groups come up with their own opening traditions and take turns leading the class with an Opening Tradition.
- Start Each Day with an Opening Tradition
Begin each day with the same song or opening choral response. Here is an example:
Teacher: How do you feel?
Students: Awake and ready!
Teacher: How do you feel?
Students: Positive, energetic, and enthusiastic!
Teacher: Are you ready for class?
Students: Yes! Yes! Yes! - End Each Day with a Closing Tradition
End each day with an unfinished sentence for students to complete: "I enjoyed…" "I learned…" "I want to find more out about…" You can implement a few types of Closing Traditions, such as journaling with the unfinished sentence as a starter, having small groups finish and share their sentences, asking groups or individuals to create posters of what they learned that day, etc. You may choose to have a different Closing Tradition each day of the week. For instance, Monday is journaling day, Tuesday is poster day, and so on. - Share a Story
Read a story related to content as a way for students to unwind and make their own connections to the content. Another option is for you to choose the story on Monday, and have individual students or small groups find or make up stories to read the rest of the week.
3. USE CELEBRATIONS TO ACKNOWLEDGE LARGE AND SMALL ACCOMPLISHMENTS
Celebrations can be used to acknowledge students’ efforts and achievements as well as to recognize their perseverance. Celebrations need not require a lot of time or preparation to do; they can be quick and spontaneous. The element of fun that celebrations bring to the classroom helps to create a supportive climate. You can also have groups come up with their own celebrations to promote identity and connections.
- The Silent Cheer
Have students wave their arms around excitedly and "shout" with no sound coming out of anyone's mouth. - The Magic Touch
Have students touch an index finger to another person's index finger while saying "YYYeeessss!" - A "Round" of Applause
Have students move their arms around in a large circular motion while clapping their hands. Next they can try a "square," "triangle," or "rectangle" of applause. These celebrations can work particularly well if you establish "triangle" groups, "square" groups, etc. as suggested above. The groups can celebrate by "clapping" their shape.
For additional Classroom Climate ideas, see "Taking It Further."
Source: The above strategies are based on the PLS graduate course Classroom Management: Orchestrating a Community of Learners™. For more information, see "Helpful Resources" below.
Reference:
Martinez, M., Perez, B., & Cook, G (1998). Key dimensions of school life. Primary Voices K-6, 6(1) , 3-9.
Schaps, E., Battisitich, V., & Solomon, D. (1997). Ninety-sixth yearbook of the National Society for the Study of Education (pp. 127-139). : School as a caring community: A key to character education. In A. Molnar (Ed.). Chicago: University of Chicago Press.
Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring . Journal of Educational Psychology, 89 , 411-417.
Taking It Further
For additional related information, see these previous issues of Performance PLUS:
Design a Safe, Motivating Learning Environment
Team-Building Activities
Related Graduate Course
Classroom Management: Orchestrating a Community of Learners™
Learn the skills of effective classroom management to create a positive classroom structure that maximizes student learning. Develop techniques to increase desired student behaviors and decrease undesired behaviors. Create an Action Plan of practical strategies to implement immediately in the classroom.
Classroom Management: Orchestrating a Community of Learners®
