Classroom Environment

Positive Classroom Environment

I believe the classroom environment is a very large contributor to and factor of the learning experience. I plan to cultivate a positive learning environment by establishing classroom management procedures, building and facilitating classroom community, being mindful of the relationship between brain development and learning, protecting students from academic harm, and by adapting the classroom to student needs.

Classroom Management

For classroom management, I plan to use PBIS in my classroom and would like to implement and teach my students the acronym we have at Harvey called "SHARKS." PBIS stands for Positive Behavior Interventions and Supports. PBIS systems are positive reinforcement based, used to encourage and reward appropriate student behavior. The SHARKS acronym was created by Harvey faculty and staff.

This is what it stands for:

SHARKS

S- Seek Solutions

H- Have Grit

A- Act with Integrity

R- Reach for "extra"

K- Know that kindness matters

S- Stay optimistic

Classroom Community

In addition to using the SHARKS acronym, I plan to implement other routines and procedures into the school day. A positive classroom community usually consists of teacher-student respect and student-student respect. Teacher-student and student-student relationships need to be nurtured and safe. In the morning, I would start the day by greeting each student at the door. This way, the students and I start the day with a personal, positive interaction.

Each morning we will have a morning meeting. We will discuss any announcements for the day and get to know each other. This way, students are interacting and engaging with another. I think it is important to start out the day with positive interactions. Additionally, I’d implement group work and cooperative learning. As well as, brain breaks to get students interacting with me and each other.

Brain Development & Learning

Children learn better in a, “high-activity, low stress brain-compatible learning environment” (Rushton, 2001, p. 76). Stress reduces a child’s ability to focus and learn (Rushton, 2001). High-activity learning uses many of children’s senses and various intelligences (Rushton, 2001). An effective teaching strategy is having various approaches to reach different learning styles (Rushton, 2001). For example, I plan to implement and use various Kagan structures to make learning fun and to engage all students. I’d also like to try and create various units of lessons in order to teach multiple subject areas under one focus. Finally, I’d design my classroom to be relaxing, engaging, and positive. “Using plants, music, and lamps to create warm comfortable settings” is an effective teacher strategy (Rushton, 2001, p. 78).

Protection from Academic Harm

Protecting students from academic harm can be done by implementing everything I mentioned above. It is important to create a, “high-activity, low-stress brain compatible learning environment” (Rushton, 2001, p. 76). It is especially important to emphasize “low-stress” here. In order to prevent students from being harmed academically, I would inform the students that failure is okay (Rushton, 2001). Communicating, modeling, and displaying this in the classroom would be an effective way to protect students. My use of the SHARKS acronym, could protect students, as the acronym has a focus on resilience and hard work. My use of Kagan structures would make learning desirable. Finally, harmonious class community would create a sense of belonging and comfort.

Adapting the Classroom

I have designed my classroom to be colorful, yet peaceful. I am mindful of classroom lighting. I have put blue coverings over some lights to create a natural dimmed look. These coverings are designed for the lights in the classroom and are safe to use. I plan to use music to both stimulate and calm students as they do their work. I will make sure that all student objects are easily accessible for everyone.