Create an oasis of safety and respect
According to Maslow's Hierarchy of Needs, the second tier of needs is safety. Humans need to fulfill basic needs in order to find their way to self-actualization. The need to feel safe is paramount to a student's success in the classroom. Teachers must create an atmosphere in which students feel welcomed, safe and supported. This includes defining classroom behavior expectations, establishing consequences for improper behavior and providing a physical setting that conducive to learning (Goodwin and Hubbell, 2013). "Well-designed and managed classroom procedures increase the proficiency of learning time, reduce the occurrence of problem behavior, and increase student academic achievement" (Trussell, 2008).
Just as learning objectives need to be clearly defined, so do the expectations of classroom and school behaviors. Teachers should identify those behaviors that can disrupt the learning process so that it becomes common knowledge to all students and parents what the expectations are for the class. "Clearly defining classroom expectations creates a common language that teachers, children, and families can use in the classroom environment" (Carter and Pool, 2012). "Three to five well-defined rules should be stated concisely and positively, posted, and reviewed frequently" (Stewart et al., 1997). The classroom environment includes the physical setting as well. "Creating an orderly setting is the first step in establishing an environment conducive to learning and preventing behavior problems" (Carter and Pool, 2012). It is important to realize that "an orderly and attractive environment can have a positive effect on behavior by improving the level and quality of student interactions"(Stewart et al., 1997).
The feeling of safety extends past student behaviors, but students should also feel respected and secure enough to participate daily in the class proceedings. "Ideally, teachers should create a culture of tolerance and respect in the classroom where all students are accepted and encouraged by the teacher and by each other" (Cramer and Bennett, 2015). This is a concept that is essential for success, not only in school, but in life and can be, not only taught in the classroom, but also modeled by teachers.
Just as learning objectives need to be clearly defined, so do the expectations of classroom and school behaviors. Teachers should identify those behaviors that can disrupt the learning process so that it becomes common knowledge to all students and parents what the expectations are for the class. "Clearly defining classroom expectations creates a common language that teachers, children, and families can use in the classroom environment" (Carter and Pool, 2012). "Three to five well-defined rules should be stated concisely and positively, posted, and reviewed frequently" (Stewart et al., 1997). The classroom environment includes the physical setting as well. "Creating an orderly setting is the first step in establishing an environment conducive to learning and preventing behavior problems" (Carter and Pool, 2012). It is important to realize that "an orderly and attractive environment can have a positive effect on behavior by improving the level and quality of student interactions"(Stewart et al., 1997).
The feeling of safety extends past student behaviors, but students should also feel respected and secure enough to participate daily in the class proceedings. "Ideally, teachers should create a culture of tolerance and respect in the classroom where all students are accepted and encouraged by the teacher and by each other" (Cramer and Bennett, 2015). This is a concept that is essential for success, not only in school, but in life and can be, not only taught in the classroom, but also modeled by teachers.
Resources
Creating and Implementing Effective Rules and Consequences
Just-Right Classroom Rules Can Create a Positive Learning Environment
How to Create Classroom Rules that Work
The Value of Consistent Expectations
Just-Right Classroom Rules Can Create a Positive Learning Environment
How to Create Classroom Rules that Work
The Value of Consistent Expectations
Examples of Classroom Rules
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References
Carter, D. R., & Pool, J. L. (2012). Appropriate social behavior: Teaching expectations to young children. Early Childhood Education Journal, 40(5),
315-321.
Cramer, E. D., & Bennett, K. D. (2015). Implementing culturally responsive positive behavior interventions and supports in middle school classrooms.
Middle School Journal, 46(3), 18-24.
Goodwin, B & Ross, E. (2013). The Twelve Touchstones of Good Teaching. Alexandria, VA: ASCD.
Stewart, S. C., Evans, W. H., & Kaczynski, D. J. (1997). Setting the stage for success: Assessing the instructional environment. Preventing School Failure,
41(2), 53.
Trussell, R. P. (2008). Classroom universals to prevent problem behaviors. Intervention in School and Clinic, 43(3), 179-185.
315-321.
Cramer, E. D., & Bennett, K. D. (2015). Implementing culturally responsive positive behavior interventions and supports in middle school classrooms.
Middle School Journal, 46(3), 18-24.
Goodwin, B & Ross, E. (2013). The Twelve Touchstones of Good Teaching. Alexandria, VA: ASCD.
Stewart, S. C., Evans, W. H., & Kaczynski, D. J. (1997). Setting the stage for success: Assessing the instructional environment. Preventing School Failure,
41(2), 53.
Trussell, R. P. (2008). Classroom universals to prevent problem behaviors. Intervention in School and Clinic, 43(3), 179-185.