Emotionally Safe Classroom Analysis

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Emotionally Safe Classroom Spending the first three weeks of class devoted to making a consistent and predictable classroom environment through establishing, modeling and teaching clear rules, routines and expectations is a fundamental technique found among effective teachers (Borich, 2012). These expectations and routines should not be vague (e.g. “Stay on task” or “Be in the right place at the right time”) but should be clear and precise (e.g. “Check off your name as you first come in the class, and immediately sit down to review the day’s itinerary”). Building daily itineraries that can be followed will improve class predictability and are valued by elementary students (Savage, 2009), resulting in an emotionally safe classroom. Another effective way to create an emotionally safe environment is to develop diversity awareness and social skills. Elementary students may not be aware of the wide variety of cultures that influence classroom dynamics. Katz and Porath (2011) have shown that implementing social-emotional learning interventions such as their “Respecting Diversity” program, students will develop greater understanding and respect for the diversity of others, greater self-awareness and greater self-respect. Social skills include equipping students with conflict resolution skills, discussing appropriate ways to speak to one another, and showing students how to respect personal belongings, other’s feelings, and diverse values. By enhancing social skills and

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