How to create a welcoming classroom environment

how to create a welcoming classroom environment

How to Create a Positive Learning Environment for Children

In order to make sure your classroom environment is appropriate and welcoming for an ELL learner there are a few essentials. I believe that one of the most important things to do is to make the student feel comfortable. In order to do this, bringing their culture into the classroom is a must. Ideas to Create a Welcoming, Engaging and Inclusive Classroom In preparing to teach a course, consider specific actions you might take to create a positive learning experience. It can be small simple things, or more involved and mindful actions you take throughout the semester.

In preparing to teach a course, consider specific actions you might take to create a positive learning experience. It can be creatd simple things, or more involved and mindful actions you take throughout the semester. In classroo, spirit of getting the semester off to a great start the list below is intended to give you some ideas.

Building community Early in the semester find out more about your students by having them provide information on an index card. Questions posed to students can include: Name according to the office of the registrar and if they wish to share preferred alternate names or gender pronouns. You can then environmnet your attendance and other records with these preferences.

The reasons why they signed up for the course and what they are most looking forward to learning. What are their goals after graduation and how will this course help them achieve their goals? If applicable, the reason why they might need to arrive late or leave early to your course. This can help with seating logistics creaye minimize possible future disruptions.

Fun questions help to get to know students such as: If a song played how to build a waterfall in the backyard you entered the room, what would that song be? If you won one million dollars, welco,ing would you do first? What is something unique about you hod you would like to share with me?

Arrive to class a few minutes early, environmet students in conversation and greet students as they enter the classroom. Arrange to help trios of students to assist each other in learning and growing or help students form study groups to operate outside the classroom.

Seek suggestions from students for outside resources and guest speakers for your course topics. Using snvironment CIQ gives you a running commentary on the emotional tenor of each class. Start your classes on time. Use transparent teaching methods help students understand how and why they are learning course content in particular way provides equitable opportunities for all students to succeed.

Set environmeht expectations: Expectations for class time: How will the student feel confident and competent in your classroom? Is the class discussion-based? Do you follow your syllabus, or do you improvise? Do they need to bring their books every day? Tell them what they can ti and how can they interact within those expectations to welcomin in your classroom.

Expectations outside of class: Provide them with an idea of what they will need to prepare for the course outside of class.

Is their preparation primarily reading and writing individually, or crate they be working in groups? Will they need to turn in assignments electronically what is a two year service agreement of class hours? Give them enough information so they will be able to plan their schedules accordingly.

Share effective strategies for success. Establish what you will provide for your students to be successful in your class. This may include in-class material, study guides, meaningful and prompt feedback on assignments, facilitation of discussion, attention to students with special needs, and a positive and welcoming classroom environment. Assert your boundaries: Let your students know how to contact you and when. For example, communicate or provide your office hours, office phone number, availability for instant messaging, email, and when you do not respond evenings, weekends, and traveling for example.

If you are traveling during the semester, you may want to explain the dates that you will not be available. You may also want to alert your students how to make 4000 a month the events, habits, or situations that detract from your ability to fulfill your environmet.

For delcoming, if late assignments, lack of participation, or sleeping during your lectures distracts you from timely and persuasive teaching, explain why you cannot tolerate these events and how you creatf them when they occur. Student responsibilities: If attendance is required, participation is mandatory, or you want them to read the assignment before class, explain to your wikihow to shave your legs that this is expected of them throughout the semester.

Explain policies on absences, make-ups, emergencies, and accommodating special needs. You may also remind them that they are responsible for their success and communicating with you when they have classsroom assistance or have other concerns. Just the simple act of putting a smile on your face can lead you to feel actual happiness, joy, or amusement. Promote student success Assessment: How will you assign the course grade at the end of the semester?

How many assignments will classeoom grade? Make learning goals explicit for each assignment; explain clearly what students are to do and how it fits into the course as a whole. Explain the envirlnment between legitimate collaboration and academic dishonesty; be clear when collaboration is appropriate and when it is not. Between segments engage students with active learning discussion, problem-solving, informal quizzes, etc.

Give your students time to answer questions; count slowly and silently to 10 after you pose a question before you rephrase it.

Share these resources throughout the semester during key moments before projects, high stake exams, etc. If you or your students have questions, contact the Student Accessibility Services staff via the Student Accessibility Services website or call Encourage students to use the Academic Success Center for help on study whats up with you lyrics, resources, tutoring, academic coaching, Supplemental Instruction if aa available for your courseand more on the Academic Success Center website or call Be redundant.

Students should hear, read, or see key material at least three times. Employ the Universal Design for Learning UDL as an approach to curriculum and teaching to provides equal opportunities for learning to all students. Adapted from the following: Center for Teaching. First day of class. Vanderbilt University.

Office of Graduate Studies, University of Nebraska.

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Aug 12,  · Creating a responsive environment is such an important part of The Creative Curriculum ® for Infants, Toddlers & Twos that there’s an entire chapter dedicated to it. Chapter 2 of Volume 1: The Foundation offers guidance on setting up the physical setup and creating a structure for each day. Each section offers support for creating spaces and selecting materials for each age-group: young. Our Classroom and School Environment. The school environment plays a central and essential role within a Reggio-Inspired early childhood program in successfully creating a Reggio environment. Loris Malaguzzi, the founder of the Reggio Emilia approach, describes how educators view the Reggio environment and classroom “as a living organism, a place of shared relationships among the . Schools need to provide a welcoming experience for all students, not just those who struggle, so that effective classroom strategies can be successfully employed. Here are three tactics to consider when creating an inclusive learning environment.

How many of us have been formally trained to teach students living with adverse childhood experiences? When we ask this question throughout the U. What is not included in this survey are the countless additional children who have experienced living in war or conflict zones; being displaced, persecuted, or homeless; and other traumatic events that have significantly impacted their lives.

These realities are important for every educator to consider — particularly as we honor Mental Health Awareness Month. When we do this, we intentionally look for, honor, and acknowledge the values, attributes, and strengths that make every student unique.

According to large bodies of trauma-related research, this relational approach is more effective when it occurs in an environment that fosters a sense of belonging and of feeling valued, competent, and safe. The importance of our relationship with students cannot be overstated. It begins with getting to know them and building trusting relationships.

An important goal from the very beginning of our work with students should be identifying their strengths and qualities, in the form of values and assets, and reflecting them back to students. Gathering information about students is a good way to build and strengthen our relationships and personalize our interactions with them.

One example of this relationship-building practice is greeting individual students as they enter the classroom. Think about how a student would feel when her teacher greets her by saying: Good morning, Lucy. Great to see you after that tough game last night. I heard you were very determined on that court! Students living in adverse conditions are more likely to experience a loss of control and feelings of powerlessness.

Classroom environments that promote empowerment do so by providing many opportunities for students to build their confidence and capacity to speak up, address issues, take risks, and make decisions about what works for them. Asking a small group of students to suggest solutions to a challenging situation that affects them directly, is just one example of how educators can bring in student voice to our classrooms.

Further, characters and their actions can be discussed at great length to help students learn what others have done to overcome challenges. A classroom is a haven for many students living with adversity. For instance, students should have input in the arrangement and design of their classroom including desks and wall space to facilitate collaboration, discussion, and individual work. This type of environment fosters a sense of belonging and of feeling valued, competent, and safe.

Classroom activities that use routines and rituals are critical for alleviating the unpredictable nature of living with adversity. They help students to reclaim normalcy and control by supporting a downshift from a fearful state to a calmer and more positive one. Here are practices that Janetta Wallace, a high school chemistry teacher, uses to implement the five elements of a strengths-based classroom environment.

Janetta takes time to build relationships with her students. She meets with guidance counselors to find out about students living with adversity. She has students complete a series of questions on their first day of class. These include questions such as: Tell me about a teacher you really liked and what he or she did that you appreciated.

How do you like to get feedback from a teacher? Do you have some specific concerns about our chemistry class?

For example, knowing that her students see or hear a train traveling by their school every day, she takes her class on a short walk to the railroad tracks. She explains that the tracks are welded together using a chemical reaction to form miles of runway for trains.

When students arrive back in the classroom, she tells them to work in small groups to discuss how they think the tracks are welded together without engineers having to haul tons of metal to the location where the tracks are laid. She involves students in designing the classroom environment for paired and group discussions.

Because each group is creating a poster of their choice about the process of a chemical reaction, they are involved in more than designing the location of their seats, they also define what is needed on the walls of their classroom to help guide them in this task. She assigns each student to specific pairs and groups that she believes will work well together. I appreciate your willingness to collaborate.

You are using your great mind to figure out a response. And, she supports them to affirm each other in the same manner. Janetta designs lab assignments around routines and practices that students must follow. She routinely begins class by posing a problem. She models how she wants pairs and then groups of students to work together to discuss possible solutions. At the end of class, she always gathers students together to review what they have learned.

When we create a learning environment where we intentionally incorporate these five elements, we are making sure our students who live with adversity feel empowered and are cognizant of their endless potential and amazing personal strengths.

Debbie Zacarian is known for her expertise in responsive leadership, instructional practices, family-school partnerships, and educational policy with diverse populations. With three decades of combined experience as a district administrator, university faculty member, and educational service agency leader, she presents and publishes extensively.

Lourdes Alvarez-Ortiz is a bilingual-bicultural school psychologist with over two decades of experience in urban school districts. Partnering with school districts and nonprofit organizations, she has lead reform initiatives targeted to improving opportunities and outcomes for underserved populations. Inservice is the official blog of ASCD.

An international nonprofit education association, ASCD is dedicated to providing the resources that empower educators to support the success of each learner. Sign in. Log into your account. Forgot your password? Privacy Policy. Password recovery. Recover your password. Friday, April 30, Get help. ASCD Inservice. Education Resources Teaching Resources. Six Tenets to Successful Classroom Management.

Remember How Important You Are. Ridding Mindlessness Through Mindfulness. Stay connected. Latest Posts. The record will show that South Carolina Sen. In a tragic time, where it might be easier to find despair, we can make the effort to normalize grief and support rather than ignore it. We have to remember that we must identify our own trauma or grief before we can ever truly help another. Federal school reopening guidance underscores mental health Social-Emotional Learning Esteban Bachelet - April 26, 0.

Federal government releases second volume in a series to aid schools and districts as they battle pandemic challenges. All Rights Reserved. As Biden marks days, education takes center stage April 29, For teachers, allowing space for grief is essential April 28, Federal school reopening guidance underscores mental health April 26, Navigating the leadership learning curve with reflection April 16,



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