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Creating a Positive Classroom Environment Source: http://i43.photobucket.com/albums/e354/mcat780/Welcome/
Agenda ,[object Object],[object Object],[object Object]
Structuring the Physical Environment ,[object Object]
Structuring the Physical Environment ,[object Object],[object Object],[object Object],[object Object]
Desk Arrangement ,[object Object],Source: http://www.bbc.co.uk/schools/
Desk Arrangement ,[object Object],Source: http://www.babble.com
Desk Arrangement ,[object Object],source: http://www.hck12.net/kes/
Desk Arrangement ,[object Object],Source: http://www.thevillageschool.com
Desk Arrangement ,[object Object],[object Object]
Student Placement ,[object Object],[object Object],[object Object]
Classroom Decoration ,[object Object],[object Object],[object Object]
Music in the Classroom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Structuring the Emotional Environment “ It is the teacher’s responsibility to value each and every one of the students in their class, so that each student feels special and important.” (Groundwater-Smith et al, 1998, p. 95)
Structuring the Emotional Environment ,[object Object]
Structuring the Emotional Environment ,[object Object],[object Object],[object Object],[object Object]
Knowing and Liking You ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Glasser, 1993, p.32)
Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self-esteem Defined ,[object Object],[object Object]
Self-esteem Pop Quiz ,[object Object],[object Object]
Self-esteem: The Research Shows Increased self-esteem does not result in increased achievement. (Baumeister, Campbell, Krueger, & Vohs, 2005, p. 84) (Craven, Marsh & Burnett, 2003) (Hattie, 1992)
Group 1: What causes good and bad grades? "I can be proud of myself." "I can do this." "I am better than most of the other people in this school." "I am satisfied with myself." Students who did not improve were thinking: "I'm ashamed of myself." "I don't deserve to be in college." "I'm worthless." BOTTOM LINE: Hold your head--and your self-esteem--high.
Group 2: What causes good and bad grades? "I need to work harder." "I can learn this material if l apply myself." "I can control what happens to me in this class." "I have what it takes to do this." Students who did not improve were thinking: "It's not my fault." "This test was too hard." "I'm not good at this." BOTTOM LINE: Take personal control of your performance.
Results? ,[object Object]
Similar Research ,[object Object]
Self-esteem Breakdown ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(McGrath, 2003) (Shokraii, 2005)
Implications for Teachers? ,[object Object],[object Object],[object Object],[object Object]
Strategies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(McGrath, 2003)
Be the Teacher In order to establish a positive emotional environment in your classroom you must first arrange the room in a manner that will facilitate your long term goals. The physical space is the groundwork for the type of classroom you run. The Information: You are the teacher of a year 8 class. The class is relatively small being comprised of 12 students. Within the class you are aware of students with the following circumstances: Student A - ADHD tendencies, constantly seeking attention and going off task in class. Student B - Identified as having RD, 3 years behind class. Involved in peer-assistance program. Student C - Physical disability and is confined to a wheelchair. Top performing student. Student D - Diagnosed Asperger’s. Only likes to sit next to student B. Student E - Extremely shy, does not like to work in groups, exhibits poor task management skills. The Task: You have three options for your classroom arrangement: rows, groups or u-shape. Decide which arrangement would best suit this class. Discuss your reasoning as a group.
Thank you one and all. Good luck on your assignment next week!

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Creating A Positive Classroom Environment 1192954359997023 3

  • 1. Creating a Positive Classroom Environment Source: http://i43.photobucket.com/albums/e354/mcat780/Welcome/
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  • 13. Structuring the Emotional Environment “ It is the teacher’s responsibility to value each and every one of the students in their class, so that each student feels special and important.” (Groundwater-Smith et al, 1998, p. 95)
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  • 21. Self-esteem: The Research Shows Increased self-esteem does not result in increased achievement. (Baumeister, Campbell, Krueger, & Vohs, 2005, p. 84) (Craven, Marsh & Burnett, 2003) (Hattie, 1992)
  • 22. Group 1: What causes good and bad grades? "I can be proud of myself." "I can do this." "I am better than most of the other people in this school." "I am satisfied with myself." Students who did not improve were thinking: "I'm ashamed of myself." "I don't deserve to be in college." "I'm worthless." BOTTOM LINE: Hold your head--and your self-esteem--high.
  • 23. Group 2: What causes good and bad grades? "I need to work harder." "I can learn this material if l apply myself." "I can control what happens to me in this class." "I have what it takes to do this." Students who did not improve were thinking: "It's not my fault." "This test was too hard." "I'm not good at this." BOTTOM LINE: Take personal control of your performance.
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  • 29. Be the Teacher In order to establish a positive emotional environment in your classroom you must first arrange the room in a manner that will facilitate your long term goals. The physical space is the groundwork for the type of classroom you run. The Information: You are the teacher of a year 8 class. The class is relatively small being comprised of 12 students. Within the class you are aware of students with the following circumstances: Student A - ADHD tendencies, constantly seeking attention and going off task in class. Student B - Identified as having RD, 3 years behind class. Involved in peer-assistance program. Student C - Physical disability and is confined to a wheelchair. Top performing student. Student D - Diagnosed Asperger’s. Only likes to sit next to student B. Student E - Extremely shy, does not like to work in groups, exhibits poor task management skills. The Task: You have three options for your classroom arrangement: rows, groups or u-shape. Decide which arrangement would best suit this class. Discuss your reasoning as a group.
  • 30. Thank you one and all. Good luck on your assignment next week!