Standard IIIStandard III

Creating an Environment for Creating an Environment for Student LearningStudent Learning

Learning EnvironmentLearning Environment

Section III focuses on creating a Section III focuses on creating a learning environment that provides learning environment that provides both emotional and physical safety both emotional and physical safety for student.for student.

Teacher establishes a sense of the Teacher establishes a sense of the classroom as a community with clear classroom as a community with clear standards and a sense of respect for standards and a sense of respect for every student as an individualevery student as an individual

3.13.1 Creating a climate that Creating a climate that promotes fairnesspromotes fairness

Teacher’s ability to facilitate and Teacher’s ability to facilitate and maintain fair classroom maintain fair classroom interactions between the interactions between the teacher and the students and teacher and the students and among student. among student.

AllAll students have access to students have access to learninglearning

Promote sense of self-worth for Promote sense of self-worth for each studenteach student

EQUITY and EQUALITYEQUITY and EQUALITY

What is fair is not always equal and What is fair is not always equal and what is equal is not always fair. what is equal is not always fair.

EQUITY – Fairness, impartialityEQUITY – Fairness, impartiality EQUAL – Having the same capability EQUAL – Having the same capability

or amount as another – substitute or amount as another – substitute one for anotherone for another

Fair TreatmentFair Treatment

GenderGender EthnicityEthnicity Cultural Cultural

backgroundsbackgrounds Socioeconomic Socioeconomic

levelslevels ExceptionalitiesExceptionalities

Unfair looks like…Unfair looks like…

Playing favoritesPlaying favorites Praise on high achievers onlyPraise on high achievers only Allow some students privilegesAllow some students privileges Only asking some students to answerOnly asking some students to answer Comments that are demeaningComments that are demeaning StereotypingStereotyping Targeting Targeting

An environment of fairness feels…An environment of fairness feels…

The teacher has created an The teacher has created an environment where all students are environment where all students are important and have a right to important and have a right to learning opportunities and attention.learning opportunities and attention.

The teacher will NOT accept The teacher will NOT accept comments that are demeaning by comments that are demeaning by students to other students!students to other students!

Bullies in the ClassroomBullies in the Classroom

It is the teacher’s responsibility to It is the teacher’s responsibility to communicate clearly that there will communicate clearly that there will be no bullying in their classroom. be no bullying in their classroom. Period!!Period!!

School districts in Ohio are required School districts in Ohio are required to curtail bullying.to curtail bullying.

How big of a problem is How big of a problem is bullying?bullying?

About ¼ of all elementary and high About ¼ of all elementary and high school students are bullied at least school students are bullied at least once a week.once a week.

About ½ of all middle schoolers are About ½ of all middle schoolers are bullied at least once a week.bullied at least once a week.

Why Bullies Do It?Why Bullies Do It?

1.1. To fit in – low self-esteemTo fit in – low self-esteem

2.2. ½ of all bullies believe they are ½ of all bullies believe they are better than others. They have an better than others. They have an inflated sense of self.inflated sense of self.

3.3. Do not have a happy home live. Do not have a happy home live. Bullies are more likely to drop out of Bullies are more likely to drop out of school, engage in abusive school, engage in abusive relationships, and engage in future relationships, and engage in future delinquent behavior.delinquent behavior.

Sexual HarassmentSexual Harassment

1. Any unwanted physical contact1. Any unwanted physical contact

2. Verbal remarks about the body2. Verbal remarks about the body

3. Crude language3. Crude language

4. Remarks about sexuality4. Remarks about sexuality

CyberbullyingCyberbullying

http:/http:/

//Frontline - Growing Up Online

What can you do in the classroom?What can you do in the classroom?

http://stopbullyingnow.hrsa.gov/kids/http://stopbullyingnow.hrsa.gov/kids/

3.23.2 Establish and maintaining Establish and maintaining rapport with studentsrapport with students

The teacher’s ability to relate The teacher’s ability to relate positively to students as PEOPLE!!positively to students as PEOPLE!!

Teacher shows warmth, humor, Teacher shows warmth, humor, sincerity, and genuine concern.sincerity, and genuine concern.

ListensListens to students. to students. Understanding of life outside of Understanding of life outside of

school.school. No single “right way” to establishNo single “right way” to establish

Indicators of rapportIndicators of rapport

Eye contactEye contact SmilesSmiles Use of nameUse of name Nods heardNods heard Polite – “excuse me”Polite – “excuse me” Leans forwardLeans forward LaughterLaughter Proximics to studentProximics to student Greets at doorGreets at door

Appropriate ???Appropriate ???

Sarcasm/HumorSarcasm/Humor• Use caution student may laugh but is Use caution student may laugh but is

really offendedreally offended

• Physical ContactPhysical Contact

• Contact outside of schoolContact outside of school

3.33.3 Communicating challenging Communicating challenging learning expectations to EACH learning expectations to EACH

studentstudent School is a place for learningSchool is a place for learning All students can learnAll students can learn Each student is capableEach student is capable Learning goals that are Learning goals that are

rigorous but within reachrigorous but within reach Confidence in studentsConfidence in students

3 R’s3 R’s

Rigor – learning is challenging but Rigor – learning is challenging but not frustratingnot frustrating

Relevance – learning has meaning to Relevance – learning has meaning to the studentthe student

Relationship – student relates with Relationship – student relates with other students and with teacherother students and with teacher

YOU CAN DO IT !!!!YOU CAN DO IT !!!!CheerleaderCheerleader

Confidence in every student!!Confidence in every student!!

How do you establish a How do you establish a classroom environment?classroom environment?

You are engaging and attractive to You are engaging and attractive to learners. Students feel positively learners. Students feel positively about YOU!about YOU!

Focus their attention on achieving Focus their attention on achieving goals. What is to be done and why?goals. What is to be done and why?

Teach what is worth learning , and Teach what is worth learning , and teach it in ways that help students teach it in ways that help students appreciate its value.appreciate its value.

Students are more likely to learn Students are more likely to learn when:when:

1.1. They believe they are competent – They believe they are competent – they can do it successfully.they can do it successfully.

2.2. They believe they have the power to They believe they have the power to succeed – a sense of control.succeed – a sense of control.

3.3. They believe they will receive the They believe they will receive the support necessary to succeed.support necessary to succeed.

High Quality WorkHigh Quality Work

Teacher sets high standardsTeacher sets high standards Pride in accomplishmentPride in accomplishment Teacher “pushes” – go deeper Teacher “pushes” – go deeper Expects students to be preparedExpects students to be prepared Expects students to learnExpects students to learn

Teachers SHOW that each Teachers SHOW that each student is capable by:student is capable by:

WORDSWORDS• You can do it!You can do it!

ACTIONS/BEHAVIORACTIONS/BEHAVIOR• Learning activities are challengingLearning activities are challenging

ATTITUDES/BELIEFSATTITUDES/BELIEFS• You believe all students can learnYou believe all students can learn

3.4 3.4 Establishing and maintaining Establishing and maintaining consistent standards of classroom consistent standards of classroom

behaviorbehavior Appropriate and clear standards of Appropriate and clear standards of

behavior - Class rulesbehavior - Class rules Consistently enforcedConsistently enforced Clear consequencesClear consequences Demonstrates positive behaviorDemonstrates positive behavior Sense of respect for self, others, and Sense of respect for self, others, and

teacherteacher

When student is disruptive…When student is disruptive…

Teacher effectively Teacher effectively anticipates misbehavior – anticipates misbehavior – Always watchfulAlways watchful• Disruptive students are Disruptive students are

positionedpositioned

Teacher responds to behavior Teacher responds to behavior problemsproblems

Rationale of consequencesRationale of consequences

3.5 3.5 Making the physical Making the physical environment as safe and conducive environment as safe and conducive

to learning as possibleto learning as possible

Essential to consider the degree of control Essential to consider the degree of control the teacher has over the environmentthe teacher has over the environment• Small classroomSmall classroom• Older buildingOlder building• Lack of equipment etc.Lack of equipment etc.

Arranging the spaceArranging the space

Ease of student Ease of student useuse

Ease of teacher Ease of teacher useuse

Ease of Ease of supervisionsupervision

Stimulating Stimulating learning learning environmentenvironment

Use the physical space to facilitate Use the physical space to facilitate learninglearning

Desk layout – student and teacherDesk layout – student and teacher Bulletin boardsBulletin boards Wall space usageWall space usage AttractiveAttractive Displays – student workDisplays – student work

Children’s eye-levelChildren’s eye-level

IS THIS A SAFE ENVIRONMENT?IS THIS A SAFE ENVIRONMENT?

ASK – Is this room CONDUCIVE to ASK – Is this room CONDUCIVE to LEARNING???LEARNING???

Technology in the classroomTechnology in the classroomSafety IssuesSafety Issues

Monitoring InstructionMonitoring Instruction Blocking inappropriate contentBlocking inappropriate content CyberbullyingCyberbullying