Chapter 13: Creating a Setting Conductive to Learning

 It goes without saying that there are numerous components in the learning process. Among others, the environment where the instruction takes place has a prominent place. An effective teacher always strives to assure that her classroom is an effective classroom where learners are constantly engaged in productive learning. 

First of all, I like my room to be physically set in a way that allows me to see all my students from different angles as I move in different directions, and to easily interact with them, as well. Moreover, I attempt to minimize the distractions to keep the students engage.

Regarding students’ behavior, I set a list of expectations and rules to ensure a safe and enjoyable atmosphere for every learner and also for me. They all know my high standards and what I expect from them. However, I share with them my promises as a teacher, who is there to serve and help them. I usually call the classroom, our kingdom.

Concerning planed instruction, I make sure to keep my students active from bell to bell. I plan a variety of activities to hold them on-task the whole period with intermittent breaks of few seconds. With that said, flexibility remains a key word in education field.

I believe a learning environment that is conducive to learning is the result of a combination of teacher determination and effort to assure the best atmosphere to his/ her students, so they can learn, grow, and flourish. Therefore, It is a subtle balance between consistency and leniency.  

High School Case of Study 

My first reaction to students’ misbehavior is usually a simple look and a moment of silence. I take few seconds to think, calm down, and find the best way to outcome the situation. Then I look directly on the eyes of the troublemaker (s) and show my disapproval of such a behavior without talking.

If the misconduct continues, I utter a general warning about the transgression of a specific rule of our class. And move on immediately without interrupting the instruction or change any of my class plans.

If the condition persists, I call the name of the responsible student (actually irresponsible since he is misbehaving) and ask him or her to stay with me after class.

After class, when it is only the student and myself, I first inquire about the reason for which he/ she is with me. I try to sensitize first, and then ask for the reasons behind the inappropriate behavior.

I take a promise from the student if this happen again, I will write him/ her. We both sign a dated warning form documenting the incident, which I keep in the student’s folder.

My classroom management plan is designed to hold misbehaving students accountable, the consequences are clearly defined within. The students are expected to know the rules and the effects of their violation.