Ch. 13 Learning Environment

Learning Environment

One of the most important things a teacher can do is to strategically arrange his or her classroom in a manner conducive to learning.  This includes how the desks are arranged, what direction they face, the placement of learning tools and the decor.  I would have a welcoming and bright classroom filled with things on the walls to help spark interest and motivation to learn.  Décor could be academically useful and fun.  It is imperative that the environment physically encourages and supports learning but does not overwhelm.  In addition to how the room is physically arranged, a teacher must also be strategic about where he or she places each student.  I would make sure that students with special needs are placed in the appropriate position for an optimum level of learning.  This may be in a certain position or partnered with specific students. 

As we have spoken about in class, establishing good student rapport is imperative in creating a positive learning environment where students can be motivated to learn.  Early in the school year, I would strive to learn a little bit about each student’s interests, hobbies, family and friends.  When students know you are genuinely interested in their lives outside of school and care about their well-being, it sets a positive tone for the year.

As the facilitator in the classroom, I would establish a good line of communication with my students, assuring that I set good examples and model both content and appropriate behavior, language and manners.  I believe that it is our duties as role models in students’ lives to set examples for respectful language and manners, especially when they may not receive these lessons at home. 

One important strategy for an effective classroom involves a sense of community.  As a class, we serve as a learning “team” – one that learns to work and learn together effectively for the benefit of all.  We can listen to and interact with others to gain more from the content of the lesson.  Structure in lessons, timing and transitions as well as differentiated learning for a variety of learners is also imperative for the “team” to perform at optimal levels.  Frequent monitoring and formative assessment can give us an idea about each student and their academic progression. 

Lastly, for the development and maintenance of an effective learning environment, one teacher is not enough.  I would use my resources within my school to gain more knowledge about best practices and policies and about specific students’ needs.  Oftentimes, parents are the first person with which a teacher should work to learn more about their students, but in some circumstances, they are not.  Regardless of a student’s home life, it’s important to establish a fair and open line of communication so that parents work you rather than against you for the betterment of their student. 

Based on my case study, there are few things that I might first try to remedy the increasingly distracting and disrespectful behavior.  I would begin by separating the students in corners of the room and maybe tie an assignment to the class projects/presentations not just for them but also for the entire class.  Depending on the severity of the disruptions, I might make it a high-stakes grade so that the students are more apt to pay attention to others.  A reflection on the presentation or even a quiz grade might promote a sense of interaction rather than just observation.  This might serve as more of a preventative measure but I could certainly make alterations to the lesson if this assignment were not already in place.  I would revisit the rules and consequences established earlier in the year, noting the no cell-phone policy of the classroom and the school.  Teachers can confiscate devices and students have to have someone from home come to retrieve it at the end of the day or they do not get it back.  Sometimes just the threat of confiscation is enough motivation to keep the distracting behavior with phones and notes at bay. 

If some of these less-intrusive tactics were not working I would give a detention, but a constructive one.  During the time period in off-school hours, the students would have to engage in a discussion with me about respectful language and activity.  I would hope to structure the conversation so that they reflect on their actions and how it negatively affected the learning environment.  Since the three boys are seniors, it might be beneficial to tie their actions to real-world experiences.  In a few short months, they will most likely be preparing for work, college or the military.  If they were to display the same behavior in these settings, they would be fired or kicked out.  I have always hesitated to assign writing assignments because I do not believe that yield the results teachers intend, however, if the assignment were constructive and personal, I may also use the detention time after the conversation to have them write. 

Lastly, if the three were continuing to be disruptive, I would include school administration and/or parents for assistance.  While it is imperative to establish yourself as an authority figure, one that can successfully manage a classroom no matter what, we always have a case or two where we need help.  If the behavior has continued to be detrimental to the positive learning environment for all, a teacher has to know when to say when and seek assistance.