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Factors affecting climate in education
Merits and demerits of classroom climate
Classroom climate
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The field of classroom climate and environment has been heavily studied for the past thirty to forty years. Researchers such as Lorin W. Anderson, Sid F. Bourke, Rudolf Moos, Barry Fraser and Urie Bronfenbrenner have contributed significantly to the evolution of our understanding of how significantly a classroom environment can affect students. However, many teachers are not aware that their classroom environment and climate are negative, nor are they aware of the effects that a negative classroom environment can have on their students. As a result, this literature review will explore the many different studies, papers and theories that were written on how one can measure the classroom climate, the impact that a classroom environment has, as well as how one can improve their classroom environment. When discussing classroom environment and management, it is extremely important to understand what classroom environment and management are. Classroom environment is composed of several different factors, such as the physical environment and the classroom climate. The physical environment is how the teacher structures the classroom, such what is placed on the walls, the colors used to decorate the classroom and the arrangement of desks. However, the climate, according to a Wiki created by the University of Illinois at Urbana-Champaign, “…is defined as the type of environment that is created for students by the school, teachers, and peers. Teachers are continually looking to create a "positive" classroom climate in which student learning is maximized” (University of Illinois at Urbana-Champaign, 2010). In many cases, however, classroom climate and environment go hand-in-hand. This is because how one decorates their classroom effects bo... ... middle of paper ... ...ed November 28, 2011, from http://pt3.nl.edu/paquetteryanwebquest.pdf Hodges, H. 1985. An analysis of the relationships among preferences for a formal/informal design, one element of learning style, academic achievement, and attitudes of seventh and eighth grade students in remedial mathematics classes in a New York City junior high school. EdD diss., St. John's Univ., 1986. Abstract in Dissertation Abstracts International, publ. nr. AAT 8526097, DAI-A 45/12 (1986): 3585A. Hoekman, K., McCormick, J., & Gross, M. U. M. (1999). The optimal context for gifted students: A preliminary exploration of motivational and affective considerations. Gifted Child Quarterly, 43, 170-193. University of Illinois at Urbana-Champaign. (2010, February 3). Classroom Climate. In WikiEd. Retrieved November 30, 2011, from http://wik.ed.uiuc.edu/index.php/Classroom_Climate
Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high
Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In "How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and important aspects of gifted education, there are also significant issues rooted in the base of America’s gifted and talented programs, one of which I will address throughout this paper. In my opinion, the most notable problem which troubles gifted and talented programs is the system by which students are selected to join their school’s gifted and talented program.
Sharon Lewis, Improving School Climate: Findings from Schools Implementing Restorative Practices, (Bethlehem, PA: International Institute for Restorative Practices, 2009).
This article gives a brief description of the different types of gifted students often found in classrooms along with characteristics describing their learning styles and needs. The article is not specifically focused on motivation in gifted students, but I included it because I found it helpful in trying to understand the personality and thought processes of my gifted students. The more educators understand the characteristics of their students, the better they will be at motivating them to give their best effort in tasks, especially when they are challenged.
As I start my career as an educator I will turn to the studies of these theorists to continue to craft
Research shows that the learning environment encompasses more than just the classroom that learning and teaching takes place. Many factors contribute to a learning environment, including the students, teachers, parents, school staff, policy makers, specialists, support staff, community members and the different learning spaces and resources available. This reflective journal will discuss some ways that teachers can set up the learning environment to maximise teaching and learning and some potential advantages and difficulties for me as a new teacher.
All effective educators need to find ways to motivate their students. The kids that fill our classrooms have different strengths and weaknesses. It is critical that teachers recognize the strengths and weaknesses of their students so they can use the right classroom management strategies to motivate their kids. In this particular case, the student named Jodie is inattentive and uninterested and neither the teacher intern or classroom teacher have a clue how to handle this situation. Ms. Marcia Thomas, who is the young intern feels that Jodie is just a problem child that lacks motivation and there is nothing she can do for this particular student. Ms. Thomas and the lead teacher Ms. Egan both lack the needed classroom management strategies that are necessary to motivate and engage students in a positive learning environment.
Classroom management has the largest effect on student achievement, so students cannot learn in poorly managed classroom. Additionally, research has pointed out that the quality of teacher-student relationships is the main aspect of classroom management.(…2). Furthermore, when teachers set classroom management plan, the plan will give structure to everything from seating to lessons to grading to the relationship between students. Teachers should incorporate strategies for addressing student behavior into classroom
When people think of the memories they have of their childhood in school they tend to think of whether they felt safe, trusted a teacher, or desired to learn. If they think of these things than they more than likely went to a school that had a positive climate that helps children develop and come to learn. If they think of the opposite than they grew up in a school that had a negative climate. Although people think it does not matter whether the school has a positive or negative climate that is not the case, kids need the positive climate to learn at school.
In the past few years it seems that schools have really lost touch with the discipline of students. With the increasing frequency of school shootings and acts of violence it seems that the students are running the show instead of the teachers and administrators. There are many factors that are involved in creating a great classroom or a horrible classroom. From the way the teachers punish misbehaving students or the way they reward them when they do something right, to how involved the parents are with their children's education. The purpose of this paper is to explain how classroom management, when used effectively by the teacher, can produce an excellent learning environment for students.
This I Believe Philosophy statement will include my thoughts and beliefs about classroom management with comparison to other theorists’ models. The major theorists that will be mentioned are Barbara Coloroso, Linda Albert, and Lee & Marlene Canter. I highly agree with the Canter’s and Coloroso’s models of classroom management because it best fits my personality as an individual teacher. I believe that an affective classroom management plan is first practiced and then modeled for improvements. My ultimate goal for my Classroom Management Plan is to model self-discipline by teaching it through my daily actions so that students may be able to self-manage themselves accordingly.
Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students’ behavior is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan should provide for several important factors that influence proper discipline in the classroom (Edwards, 2004).
Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html
There are three main dimensions of learning environment. The physical environment refers to the equipment and materials, the room arrangements, the playground and the facilities available. The Interpersonal environment refers to the number of teachers, the ages and numbers of children in the group and the style of interactions among them and the temporal environment refers to the timing for transitions, routines, and activities (Gordon & Browne, 2011).
Predominant goal is having a classroom management and creating a safe learning environment. Learning how to manage a classroom successfully is a difficult task for teachers. The everyday concern of beginner teachers is classroom management. Beginners teachers report the weak classroom management skills and disruptive students are the most significance barriers to being a good teacher (Fideler & Haskelhorn, 1999). Teachers have blamed their lesson plans, preparation in their first years of teaching (Ladd, 2000; Monroe, Blackwell, & Pepper 2010). As a teacher, it is my desire to have my students to have a safe learning environment.