Creating Positive Classroom Culture

“Tell me, I’ll forget. Show me, I may remember.

But involve me, and I’ll understand.” -Chinese Proverb  

© Sybil Mason & Mónica M. ManzanoHouston ISD

Identify various practices for creating a positive classroom climate.

Define and explore “The Five Principles of Classroom Culture.”

Discuss strategies for addressing diversity issues within the classroom.

Session Objectives

Dr. Rodrick Lucero Carolyn Evertson Edmund T. Emmer Murray E. Worsham

Researchers

Positive classrooms are essential for the following reasons: Increases students engagement. Creates a safe discursive environment. Encourages student collaboration and

participation.

The old adage holds true: Students won’t care about what you know until they know that you care.

Creating a Positive Classroom Culture and Climate

Building a classroom environment that provides a foundation for supporting student achievement as well as clear expectations and procedures must have these five principles: Engagement Control Discipline Management Influence

Many educators fail to consider the difference between them; other use the names indiscriminately or interchangeably.

Principles of Classroom Culture

Review the “Five Principles of Classroom Culture” match the words to the definitions.

In what order did you place the Five Principles?

Activity 1

Discipline- teaching someone the right way to do something.

Management-reinforcing behavior with consequences and rewards.

Control- capacity to cause someone to choose to do what you ask.

Influence- inspiring students to believe, to want to succeed, and want to work for intrinsic reasons.

Engagement- getting students involved in productive, positive work .

Five Principles of Classroom Culture

The synergy of each of the five makes every principle stronger and an effective teacher ideally uses all five, but by using only one or two, a vibrant classroom culture will ultimately fail. Control without discipline will produce students who

never learn to do things on their own and always need firm directives to act.

A classroom that does not have control and tries to address students who “don’t” only through consequences, will overuse the consequences and eliminate the overall effectiveness.

A teacher who engages and influences without control and management will build a vibrant, but inefficient culture that allows some students to opt out of learning.

The Synergy of the Five Principles

Setting ExpectationsExpectations (the WHAT)

Key Points

Principle set for guiding behavior.

Keep to a minimum of 3-5 Convey expected

behavior Age-appropriate Teach-practice-reinforce Be consistent in enforcing

the rules

Foundation for effective classroom management

The extent to which students know expectation and how to follow the rules positively correlates with appropriate behavior

Set the tone necessary to maintain order and a well-functioning learning environment

Establishing Procedures

Procedures (the HOW) Key Points

Explain the accepted process for carrying out a specific activity (i.e.) Walking in the hallway Using lockers or cubbies Sharpening pencils Attending an assembly Going to the restroom

Make a list of frequent task that students will be asked to do in your classroom

Decide how students will complete task

Consider problems areas or problems times- often a well designed routine can smooth problem transitions and movement within the classroom

Entry Routine- how students enter the room. Entry routine is about making a habit out of what’s efficient, productive, and scholarly after the greeting and as students take their seats and class begins.

Do Now- A short activity that you have written on the board or is waiting at their desks before they enter. Students are hard at work even before you have fully entered the room.

Transitions-when students move from place to place and activity to activity.

SLANT- (Sit-Up, Listen, Ask and answers questions, Nod your head, Track the speaker) non-verbal signals that allow you to reinforce and correct without interrupting instructional time.

On Your Mark- to show students how to prepare before class starts on a daily basis (i.e. materials, set a time limit, standard consequence)

Routines That Affect Classroom Culture

Teach school wide and classroom expectations and procedures during first week of school:Provide opportunities for review and practiceProvide frequent reinforcement and/or acknowledgement

Schedule for Teaching Expectations and Procedures

After first week, review rules two or three times per week : Oral review during first or last few minutes of

class (e.g. what is the procedure for sharpening your pencil?)

Give surprise oral quizzes about your expectations for rewards.

Divide class into two teams and ask review questions about expectations and procedures.

Schedule for Teaching Expectations and Procedures

This is only a suggested schedule for teaching expectations and procedures, but remember to reinforce and teach as situations occur.

An essential part of organizing the classroom involves developing a climate in which teachers encourage students to do their best and to be excited about what they are learning. There are two factors that are critical in creating a motivational climate: Students must see the worth of what they are doing and

the work that other’s do. Teacher’s must demonstrate the following:

Developing a Motivational Climate

Value shows students how their work is worthwhile and is connected to things that are important for them, including other learning and interests.

Effort ties to the time, energy, and creativity used to develop “the work”to the value that work holds. Specific praise is one way to encourage effort.

Pull the “Building a Positive Learning Climate” handout.

Highlight the strategies that you have implemented within your classroom.

Check strategies that you would like to explore this year in your classroom.

With a shoulder partner, talk about the strategies that you have highlighted and reflect upon your successes and challenges.

Share with the group other strategies that you have utilized in specific classroom situations.

Activity 2

Incentives or rewards can help build a positive climate: Incentives add interest or excitement to the class

routine. When students are rewarded rather then

punished, they are more likely to respond positively to the teacher.

Before introducing an incentive or reward consider factors such as appropriateness and effects.

Check your school or district policies.

Improving Class Climate Through Incentives and Rewards

Target desired behavior. Rewards too easily earned or too difficult to

achieve lose the motivational effect. Avoid using complex systems. Think big but start small. Incentives should be reachable.

How to Use Incentives and Rewards

Reflect on the Five Principles and identify how you will implement or enhance each principle in your classroom.

Identify three Critical Routines that you can integrate into your existing procedures and note the steps you will need for implementation.

Examine ways in which to create a Motivational Climate within your classroom.

Reflection and Practice

Effective Communication Skills Communications

Skills

AssertiveCommunication

Empathetic Responding

Problem Solving

Effective Communication Skills

Communications Skills

AssertiveCommunication

Communicating your concerns clearly,

insisting that misbehavior be

corrected, resisting being coerced or

manipulated.

Empathetic Responding

Listening to student’s perspectives and

reacting in a positive manner to build relationships for future discussion

Problem Solving

Mrs. Harris keeps Diane during ancillary: I’ve asked you to stay with me because I’m very concerned with your behavior in class. Please sit down.” (Pauses, looks at the girl.) “ I had to stop class three times today because of you were constantly out of your seat, walking around the room and distracting your classmates.” (Voice firm and matter-of-fact). “I cannot teach when you are not in your seat. (Moving towards the girl). The classroom expectation is that you remain in your seat unless given permission. Please tell me why you can’t stay in your seat?

Assertive Communication Let’s Practice….

A clear statement of the problem or concern. Body language (eye contact, facing the girls,

posture), tone Obtaining appropriate behavior requires that the

teacher not be diverted from insisting on appropriate behavior.

Students may deny involvement, argue, or blame others (including the teacher).

Always, remember there are many reasons or misbehavior, but no excuses.

Assertive Communication Debriefing

Empathetic Responding “A”Let’s Practice….Student: Why do you always pick on me? Everyone else is talking too!Teacher: Don’t tell me how to run my classroom!.Student: But that’s not fair! .Teacher: Life’s not fair so you better get used to it.Student: (Angry) I hate your class!Teacher: I really don’t care what you like or don’t like..get to work!Student: (Student puts head down and refuses to work)

Teacher response does nothing to resolve situation.

It’s likely that the student is aware of the consequences of talking without permission.

Argument only provokes a confrontation that will result in building resentment between teacher and student.

Empathic Responding “B”Let’s Practice…Student: Why do you always pick on me? Everyone else is talking too! Teacher: (Check-in) What are you

supposed to be doing right now? Student: (Student sighs) I’m

supposed to be reading chapter 2.Teacher: Are you having problems

with the assignment.?Student: I’m mad because I don’t

understand some of the words.Teacher: How can we work

together to help you understand the words?

Teacher avoids arguing with the student and instead acknowledges the student’s concern and invites further discussion

Student responds to the teacher’s approach by stating his or her concern more explicitly

Teachers role is that of a listener rather than an opponent

Teacher does not offer to solve the student’s problem by telling him/her not to read but allows the student to have options and work towards a non-confrontational resolution

Brad likes to be the center of attention. Whenever you ask a question, he calls out the answer without raising his hand and with no regard for the fact that you have already called on another student. Although you have reminded him of your expectations and tried to ignore his call-outs, the behavior continues to interfere with your class discussions.

Problem Solving Let’s Practice….

Speak with the student to:

Identify the behavior issue -(e.g. taking action before thinking about consequences)

State expectations to student -(e.g. considering consequences)

Action step- (e.g. withhold privilege, documentation, detention, contact parent, behavior contract)

Reinforce the student for engaging in appropriate behavior- give the student a tangible reward (praise, classroom privileges, line leading, free time, smile)

Problem Solving Let’s Practice….

Activity 3 View the “Communication Skills Case Study”

handout. Discuss the following vignette. Determine the extent the teachers used for

problem-solving, constructive assertiveness and empathetic responding.

Were they appropriately used? What other approaches might the teachers have

tried for dealing with these problems?

Building a Climate to Address

Diverse Issues

“I don’t discuss those issues in my classroom …I am sure that if I did it would only open a whole Pandora’s box that I just don’t have time to deal with.”Statement expresses the sentiments of many teachers.Time is always a factor in the school day, and teachers are not wrong to safe guard it as precious commodity.

Addressing Diversity

How is this addressed in our schools?

Words often spoken in hushed tones, as though they were an unmentionable subject, like a fatal disease.

Schools and administrators often do not provide much expertise or support in this arena for teachers.

Racism

View this as a teachable moment!

“The biggest mistake many teachers make dealing with diversity and racism is…. they don’t .”

Negative Results: Creates tension and arguments, therefore

affecting instructional time. Students are afraid to take risks in open

conversations. Perpetuates racial and ethnic stereotypes.

Addressing Racism

In a debate, students try to convince others that they are right

In a dialogue, students try to understand one another and expand their thinking by sharing viewpoints and actively listening to each speaker

When dealing with sensitive issues like race, prejudice and discrimination, dialogue will be more productive than debate.

Dialogue or Debate?

With a shoulder partner list reasons why teachers are reluctant to address diverse issues in the classroom.

Key Factors: Fear and concern about their competency to

handle such discussions. Teachers who have had limited life experience in

interacting with diverse populations, or they are uncomfortable addressing differences due to limited experience.

Activity 4

What is diversity?

Diversity refers to the concept of being different, dissimilar, distinct or unique.

Diversity

In the educational context, how do we define diversity?

Diversity refers to specific concepts used to classify students into groups: culture, ethnicity, gender, geographic location, learning disabilities, personality traits, physical disabilities, race, religion and social class.

Diversity in Education

ClassroomClimate

Know Yourself

Lay a Foundation

Integrate

Allow for Maturation

Establish Goodwill Keep Learning

Avoid Preaching

Use “Emergency”Lessons

Share Personal

Experiences

ReviewResources

Teacher Practices Used for Creatinga Diverse Classroom Climate

Recognizing that there are many reasons for teachers to be apprehensive about raising diversity issues in the classroom, the following teaching practices will assist with creating a safe classroom climate conducive to an honest exchange of ideas.

Pull the “Strategies for Addressing Diversity Issues” handout.

Teacher Practices

Read the case study and think about how you would approach this situation.

Explore how you would respond to actual situation within your classroom.

Be prepared to share your viewpoints.

Activity 5

A group of students from Vietnam persistently work with one another, speak Vietnamese, and decline to interact with speakers of other languages. This becomes disruptive during classroom lectures because they frequently translate concepts to one another.

How would you handle this situation in your classroom?

Diversity Case Study

Language Barrier: Learning 2-3 sentences in Vietnamese could

help you form a relationship of trust with your students by showing respect for their culture and language.

Encourage students to communicate in English by building a safe environment for making mistakes.

Remind students of the advantages of learning to speak English (i.e. careers).

Recommend on campus or off campus resources for students and their families to make transitions from their native language to English.

Case Study Debrief

Behavioral issues Low academic achievement

Classroom management Dropout rates Trust issues

Diversity is not the problem; rather, it is the approach to diversity that requires attention and reform.

Failure to Address Diverse Issues

Develop critical thinking skills Developing willingness to examine own

perspectives Exposes students to new perspective Understanding history and historical

issues Open line of communication

Positive Results of AddressingDiverse Issues

“A learning environment will happen, whether intentionally or not ….so why not go about building a positive

environment intentionally?” -Rodrick

Lucero

Closing Thoughts