| Every teacher has a responsibility to provide a | | | | 5. Give students a second chance to answer |
| healthy learning environment for his or her | | | | correctly. You could follow-up on the situation |
| students. Over the years, volumes of research | | | | above by giving all the students an opportunity to |
| have been conducted to help teachers determine | | | | share with their neighbors some examples of |
| what works best for the students. There is a | | | | decomposers. Once it is clear that everyone has |
| wealth of methods and techniques that, through | | | | an answer, tell the student (above) that you will |
| research, have been proven to improve the | | | | give him/her another opportunity and then, after |
| quality of the learning environment. Many different | | | | you've taken an answer or two from other |
| aspects of the learning environment should be | | | | students, call on that student again. |
| considered. | | | | 6. Don't "zap" students. If a student is |
| A positive learning environment is one in which | | | | misbehaving, try and redirect the behavior in |
| school staff, students, and parents build safe and | | | | subtle ways such as moving closer to that |
| peaceful environments where people feel | | | | individual, utilizing his or her name in a sentence |
| accepted and respected and where learning is the | | | | during instruction (such as "let's say we were |
| main focus (Stratman, n.d.). Therefore, a positive | | | | walking on the trail and Johnny came across a |
| school climate exists when all students feel | | | | deer track..."), or a gentle hand on the shoulder. If |
| comfortable, wanted, valued, accepted, and | | | | you must address the child directly and |
| secure in an environment where they can interact | | | | aggressively, pull him/her away from the group. If |
| with caring people they trust. A positive school | | | | you overtly discipline a child in front of the group, |
| climate affects everyone associated with the | | | | others may be afraid to participate for fear of |
| school, being the students, staff, parents, and the | | | | the same treatment. |
| community. It is the belief system or culture that | | | | 7. Phrase your questions in a manner that is |
| underlies the day-to-day operation of a school. | | | | non-threatening. It is better to ask, "who would |
| "Improved school climate is a goal to pursue. | | | | like to share with the group..." than to ask "who |
| Educators need to constantly work toward | | | | knows the answer to..." as the latter implies that if |
| improving their school climate, culture, and | | | | you don't raise your hand, you don't know. |
| conditions so that student learning is improved" | | | | 8. Allow for thinking time. After you ask a |
| (Noonan, 2004 p.64). How Teachers Can Set the | | | | question or give instructions give the students |
| Tone for a Positive Learning Environment | | | | time to process. If you give instructions and ask |
| There are many things a teacher can do to make | | | | for questions but do not provide wait time, |
| his or her classroom a safe and positive place for | | | | children who process slower than others may not |
| students to learn. First and foremost, a teacher | | | | understand and will feel lost once the activity |
| needs to be enthusiastic about her or himself. | | | | starts. Students who are not given adequate time |
| They must come in with an energetic attitude. | | | | to consider when answering a question will similarly |
| They must be positive because it radiates. How | | | | feel left out. |
| the teacher feels and appears it will affect the | | | | 9. Don't repeat answers. When a student makes |
| classroom. The teacher is the facilitator, the | | | | a comment, let his/her comment stand on its |
| teacher sets an example, and the teacher is the | | | | own. If you repeat the answer, the students will |
| role model. Attitude goes a long way. | | | | be trained to listen only to the teacher and you |
| When teachers come to work stressed-out, it | | | | will steal some of the "thunder" away from the |
| can be damaging to the students. A study | | | | student. If you think the others did not hear, have |
| conducted by Yoon (2002) investigated whether | | | | the student repeat the answer. (Note: this |
| or not teacher stress, negative affect, and | | | | technique may not work when addressing 200 |
| self-efficacy would predict the quality of | | | | people, but is very effective with a smaller group.) |
| student-teacher relationships. Findings suggested, | | | | 10. Give the students choices. Make sure the |
| "negative teacher-student relationships were | | | | choices you give are acceptable to you. For |
| predicted by teacher stress. Significant | | | | instance, you can say "today we are going to |
| correlations were found among negative affect, | | | | climb 'Daredevil Hill,' would you like to do that |
| teacher stress and negative relationships"(p.486). | | | | before or after lunch?" Giving some choice in |
| The teacher should also share with the students | | | | activities, or at least the order, gives the students |
| the importance of an education and the | | | | some control and buy-in for their week. |
| importance of being independent. So if they see a | | | | How Parents Can Set the Tone for a Positive |
| teacher enthused about learning and ideas are | | | | Learning Environment: |
| shared, then the students will feel the same as | | | | Parents can also play a part in creating a positive |
| well. Teachers can also help create a positive | | | | learning environment (Muijs, 2004). Teachers |
| environment by simply caring for the students | | | | should expect parents to work with their child and |
| and showing each of them that they are special. | | | | school personnel to support the learning of their |
| Furthermore, they should be taught to respect | | | | child and the learning environment of the school. |
| and care for each other. | | | | The Canadian Education Act 1997) asserts certain |
| Teachers should regularly conduct research to | | | | expectations for parents. These are to: "meet the |
| stay up-to-date on the best practices and | | | | basic needs of their child; ensure their child |
| methods to use in creating a positive learning | | | | attends school; encourage their child to complete |
| environment. Freda Glatt, a retired teacher who | | | | assigned homework; attend to their child's conduct |
| firmly believes in the benefits of a positive learning | | | | while the child is at school and on the way to and |
| environment has shared some tips on creating a | | | | from school; communicate reasonably with school |
| positive learning environment through the Sandral | | | | personnel." (Canadian Education Act, 1997, p.1). |
| Sensations website (2003): | | | | Just as the teacher's attitude plays a role in |
| Make sure each child knows that he is important | | | | establishing the positive environment, the parents' |
| to you as an individual. Give eye contact and a | | | | attitudes also take effect (Ajzen, 1988, p.10). |
| pleasant greeting to every child each morning. | | | | Parents can help by sending the child off to school |
| Look and sound enthusiastic when a child makes | | | | on a positive note. If a parent smiles as he or she |
| progress on a skill he is finding difficult. Anytime is | | | | wishes the child a nice day and says "I love you", |
| a good time for a smile. | | | | the child is already approaching the day with a |
| Teach students to help rather than to laugh. It | | | | positive outlook and will be more receptive to |
| takes a lot of bravery to participate when you | | | | learning (Ajzen, 1988, p.10). |
| are unsure of yourself. Bring that to your class' | | | | In conclusion, with the support and dedication of |
| attention by doing some role-playing. Ask how | | | | the teachers, parents, and administration, any |
| they felt when their classmates laughed at them. | | | | learning environment can and should be |
| Remind your pupils that everyone is human and | | | | transformed into a positive learning environment. |
| makes mistakes...but that it is okay and expected. | | | | Clearly, everyone has a different role to play and |
| You do not want them to fear being ridiculed if | | | | a responsibility to fulfill in order to maintain the |
| they ask a question or answer incorrectly. | | | | positive environment. There are many benefits to |
| Take note of your students' strengths and let | | | | maintaining a positive learning environment. |
| them help you throughout the year. Make a | | | | "Positive learning environments in schools will |
| positive statement before giving a correction. | | | | maximize the learning of every student; Help |
| Your reaction when a child gets an answer wrong | | | | children and youth become full participating citizens |
| is also important. "A positive statement, followed | | | | of society; Help to build a sense of community; |
| by a negative one, helps to soften the blow and | | | | Lead to cost savings and economic benefits as |
| you remind students that you care" (Burnett, | | | | prevention is less expensive than incarceration" |
| 1999, p.3). | | | | (Positive Learning Environments in Schools, 2005). |
| George Stratman of the San Diego County Office | | | | Reference |
| of Education (n.d.) has created a useful list of "10 | | | | Ajzen, I. (1988). Attitudes, personality, & |
| Subtle Ways to Create a Positive Learning | | | | behavior. Chicago: The Dorsey Press. |
| Environment", which can be a useful guide of | | | | Burnett, P. (1999). The impact of teachers' praise |
| elementary school teachers: | | | | on students' self-talk and self-concepts. New |
| 1. Begin your week by "nesting." Students need | | | | South Wales, Aus: Teaching and Teacher |
| time upon arrival to become familiar with and | | | | Education. Retrieved September 15, 2005, from |
| comfortable in their new surroundings. Take time | | | | ERIC database. |
| during your first class to discuss the week and | | | | Canadian Education Act.(1997) Retrieved Sep. 14, |
| what they will be doing and to answer questions | | | | 2005, from |
| they may have. | | | | DiGiulio, R. (2001). Educate, medicate, or litigate? |
| 2. Use the students' names. They will feel that | | | | what teachers, parents, and administrators must |
| you know them and care about them. | | | | do about student behavior.. California, US: |
| 3. Catch them being good. Praise the group and | | | | Educational Management. Retrieved September 15, |
| individuals when they do well. (Be careful not to | | | | 2005, from ERIC database. |
| over praise an individual. Telling the other students | | | | Doctor, S. (1997). Creating a positive school |
| that they should behave "just like Suzy" can be | | | | climate. Towards Inclusion: Tapping Hidden |
| counterproductive--and not necessarily | | | | Strengths, 3. Retrieved Sep 14, 2005, from |
| appreciated by Suzy.) | | | | Glatt, F. J. (2003). Retrieved Sep. 14, 2005, from |
| 4. Dignify wrong answers. If a child gives a wrong | | | | Reading is FUNdamental Web site: |
| answer, give him or her credit for trying, and if | | | | Johnson, C., Templeton, R., & Guofang, W. |
| possible, relate their answer to the subject | | | | (2000). Pathways to peace: promoting non-violent |
| matter. For example, if you are asking the | | | | learning environments.. Chicago: Elementary and |
| students for an example of a decomposer and a | | | | Early Childhood Education. Retrieved September |
| student answers "manzanita," you could respond | | | | 16, 2005, from ERIC database. |
| by saying, "the manzanita is a vital part of this | | | | Muijs, D., Harris A., Chapman C., and Stoll, L. |
| ecosystem, so you're on the right track. | | | | (2004). Improving schools in socioeconomically |
| However, I'm looking for a living organism that | | | | disadvantaged areas--a review of research |
| would help break down the manzanita into soil | | | | evidence. School Effectiveness and School |
| after it dies." | | | | Improvement, 15(2), 149-175. |