Classroom Culture In The Classroom

As every individual is unique, getting to understand the students’ characteristics, knowledge and cultural background are essential requirements for encouraging their development and learning (Arthur, Beecher, Death, Dockett & Farmer, 2012). In order to achieve the above requirements, a strong and positive relationship with students is the effective way for teachers to build up a holistic picture of a student (Groundwater-Smith, Ewing & Le Cornu, 2015a; Nixon & Gould, 2005). The various recorded interactions and observations between teachers and students made during the professional experience, have helped me to understand how students learn and have strengthened my ability to plan and implement lessons (Arthur et al., 2012).

Student discipline is one of the most important aspects of the classroom. I believe that structure and classroom management are two components that contribute to this greatly. Teachers in the beginning of the year must implement rules and routines that all Students are expected to follow. It would also be beneficial if the students took part in creating these rules. Within the first weeks of school, the teacher and students should be practicing these procedures so that students can get comfortable with the routine and know what is expected of them. If the students are aware of the rules of the classroom then there will be no surprises when the consequence is given for breaking them.

My classroom will create an environment that is emotionally supportive through mutual respect. Students will be taught in the beginning of the class coursework a brief on the basic human needs so as to get to get to appreciate the different needs of others and the importance of treating each other with respect and dignity. Because a classroom should function as a community, I will provide growth opportunities for my students and ensure that through activities like get to know your classmate we get to learn more about each student. Students will be taught to embrace diversity and as such treat each others’ opinions with respect even though they are allowed to intelligently and respectfully disagree with such opinions. Through class integration and cooperation, conflicts will be solved using the set procedures and through appointed leaders and the

I want to know my students. This way I can tailor my teaching methods to the specific needs of my students and class. This is also helpful in resolving discipline problems, which I anticipate to be few and far between. I will do everything in my power to resolve problems within my classroom, using the principal’s office and the administration as a last resort. Students respect a teacher who respects them in return. This approach allows a teacher to get to the heart of a student’s problems without involving outside forces that may alienate the child.

From the perspective of students, positive student/teacher relationships are important in their schooling (Bernstein-Yamashiro and Noam, 29). These relationships are important because it gives students more motivation to come to school and to try harder in class (Bernstein-Yamashiro and Noam, 33). Some example of positive student/teacher relationship includes extra help, encouragement, motivation, learning their identity, how to form and maintain professional relationships, and develop socio-emotional skills (Bernstein-Yamashiro and Noam, 2013). Not only do students do well when they have positive relationships, teachers also benefit from them as they are satisfied when students put effort into their work (Bernstein-Yamashiro and Noam, 35). It is cited that a lack of connection to caring adults in school is a variable of alienation, failure, and dropout (Bernstein-Yamashiro and Noam, 17).

For students to thrive in the classroom, I must ensure that they have a positive space they can come to and feel comfortable. If students don’t feel safe in their classroom then learning will not happen. I must build a caring and supportive space for children so they can succeed and feel loved. This will help develop a sense of belonging to a school. I have to remember that it is not my classroom, it is the students! It is imperative that the students, parents, and coworkers in my school feel they can come to me for anything, especially as one of their

Today in classrooms there will be any students that come from different backgrounds. It is the teacher’s reasonability to make sure that each student feels welcoming in the classroom whether they come from a different background or not. Teachers need to make sure that they know their students and were their students come from. By doing this the teacher can create relationships with their students and the teacher can use that information to incorporate in the classroom.

The routines established include lining up quietly outside the classroom door, walking in and taking their seat quietly, each row will be called by the teacher to retrieve and return classroom textbooks and workbooks, and any supplies will be handed out and collected by a row captain. Other routines established during the lesson plans include: taking out and checking the previous night 's homework, a group lesson plan that reviews the objectives and standards, group work formation by the teacher, and a quick check assignment during class is used as a formative assessment for the day 's lesson plan. Bathroom breaks are during class changes or students may go during class, but only

Classrooms will be filled with a variety of students coming from many different cultures and backgrounds. Teachers need to acknowledge each student will be different in this aspect and will have had different experiences in their lives. As the class moves forward, the goal is to provide students with the same experiences, just with through different lenses. To do this, the classroom must have a strong sense of community and a

In Unit B of The First Days of School, Wong discusses how to increase positive student behavior. In this unit, the author informs us about the five significant concepts that enhance positive expectations. These five significant concepts include, name, please, thank you, smile, and love. In order to have a good teacher-student relationship, teachers will have to practice these concepts.

“Helping students develop mathematical dispositions in which they share their ideas, discuss others’ ideas, and so on, is always a challenge,” (The National Council of Teachers Mathematics, 2003, P. 151). I found this quote and reading to be very relatable, in the sense that students can often struggle to come up with their own ideas. This was definitely true for me and my group when we were working on the locker problem in class. In the book and in class, discussions can really benefit students and keep them engaged. “To encourage all students to contribute to discussions, the teacher should ask other students to explain their classmates ideas,” (The National Council of Teachers Mathematics, 2003, P. 153) this statement made me think of dialogic teaching. Dialogic teaching is students having a rich discussion amongst each other while being guided by the teacher. The students find out the answer on their own and the teacher does not tell them. So social norms and classroom management plays a big role when students problem solve.

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

An important part of class building is breaking down preformed walls that are created at schools surrounding race and status. Students should feel as if class is inclusive to them all and that they are to be able to work with any of their classmates. In the article, “Classroom Culture” the authors focus on how “appreciation for multicultural perspectives is also critical when teaching about relationship building, conflict management and community. This helps students learn to draw on many traditions and experiences and address social divisions in the classroom.” It allows students to become respectful citizens, and will help squash bullying at least in the classroom. A good way to create a strong classroom is with using class building activities not only at the beginning but throughout the entire year filtering in content. Below are fifteen ideas for effective class

Learning in a traditional classroom requires you to get up and get ready by a certain time. You must find a sitter, if needed, as well as find a job that will work around you school schedule. If you have a doctor appointment or need to do something important, you must miss class for that. You have to find the extra time to do your makeup work and anything that you missed. Learning in an online setting, lets you work on the everyday task. If you have a job that requires you to work long hours; you can come home after a day of work and go online to start your class. You have the options to work ahead a little on the online course, compared to a traditional class where you can only work on assignments handed out at the time. Online classes give

When I think about my role as a teacher, one of the most important things I consider is the relationships I build with my students, parents, colleagues, and community members. In the classroom, I need to ensure that I create a safe, loving, and positive learning environment. In order to make all students feel welcome, I get to know their names, the correct pronunciation and spellings, learning their culture and background, and their