Throughout my weekly visits at my practicum school, I have always kept my inquiry question at the back of my mind. Today in particular, it became evident how impactful the classroom environment can be when it comes to classroom management. First and foremost, in order to send out positive vibes to the students there are two factors to consider: the physical and the non physical; both need to be set and require maintenance throughout the year.

What do I mean by the physical? The actual physical objects in the classroom: the arrangement of the desks, the cubbies and coatroom, the whiteboard, etc. The classroom I am in has a lot of signs and colourful posters on a wall. There are arranged to create a space in the corner where the teacher has a calendar time. This routine is repeated everyday. They can count on this repetition. They use a plastic magic wand when they are special helper of the day and lead their peers in the activity. All of the students look forward to this time, and I think it is because it is a solid piece in their life that that they can count on won’t change. As this is an inner city school, so much of the routines these kids’ lives are constantly changing. Today I watched a few race to the whiteboard to practice reciting the shape of the day (daily planner) in their free time. So, this is part of the physical set up. Another aspect of the physically atmosphere is the desk arrangement. Today my S.A. switched two students around in an effort to have students distract each other less. For the rest of the day it seemed to be working.

The set up and organization is more important. If done correctly, the maintenance will not be a rigorous effort. The non physical element of the classroom that sets the tone was set up in September but is seen everyday, including when I was doing my observations today. It is the transitions from one activity to the next. It is the student knowing to push in his or her chair when leaving their seat. These things are most effective when the students have been explicitly told to repeat and redo them immediately when they do them wrong. And try again. I saw an example of this today when students did this correctly. Furthermore, the students have also been taught to recognize the rules and understand the meaning as to why they do this (new curriculum BIG idea). I saw evidence of this today because one student reminded another student in the class to do a routine correctly.

These environmental factors are very specific examples about what effectively sets up a positive classroom environment. I have seen in my research for my inquiry that this can lower stress levels in the classroom for those students who have behavioral challenges. I have reflected on very specific examples. I plan on using these tactics in my future professional career.

Brooks, Robert. How can Teachers foster self-esteem in children? Great Kids. Retrieved February 2, 2016, from http://www.greatschools.org/gk/articles/teachers-foster-self-esteem-in-children/

How do the students’ in the classroom view their own abilities? To answer this question, we have to think about what influences them. This is so relevant to inquiry topic: how can teachers build confidence in students with behavioral challenges? Robert Brooks would say that teachers, without question, are influencing students. Adults sha

pe student confidence. As teachers, we want our students to be successful and believe they are fully capable. If we are positive and charismatic, then we are affirming them.

“Each child or adolescent possesses “islands of competence,” or areas of strength, that must be identified, reinforced, and displayed by educators.”

A teacher’s guidance with their students should to be conscious and deliberate. We should be actively aware of how we are engaging with them.

What?

I would like to talk about a learning experience I had while on practicum this week. It happened not during my lesson in the classroom, but afterwards when I was reflecting upon how my observation had gone. The follow up with my faculty advisor shed some light on how my lesson had gone. For example, one of my take aways from the conversation was to have 3 things that you want the students to go home learning. My lesson that I taught was a read aloud about animal habitats. One take away for that lesson would be for, by the end of the story, to have my grade ones name one material that the bear’s use to create their habitat.

So What?

I think that this review and assessment of my teaching is impotent to being a good teacher and, in turn, reflects upon the students’ experiences in the classroom. This is something that we talk about in our classes at UBC. It is important that we, as teacher candidates, are very receptive to feedback from the School Associates, Faculty advisors, students, parents, peers, and others as we develop our teaching philosophy.

Now What?

As I learn about the new curriculum and come to understand the idea of core competencies, I really feel a new depth is being added to what students are learning. Reflection is something to be conscious of. It is very important to note and a key aspect of this teaching program. It will make you a better teacher. Students should be encouraged to reflect upon their work as well. One of the students in my cohort mentioned a math reflection journal that she has in her kindergarten classroom. It is a great way for students to keep track of what they are learning, to get parents involved, and to have accountability.