KEELIERADERFINALTOBEPRINTEDANDBINDED

RunningHead: EVALUATINGTHE LEARNINGENVIRONMENT 1
Evaluating Methods to Create a Secure Learning Environment
Keelie Len Rader
The University of Texas at Tyler
3900 University Blvd.
Tyler, TX 75799
krader@patriots.uttyler.edu
Submitted for course requirement
EDLR 2010
University of Texas at Tyler

Abstract
A secure learning environment is a necessity in order for engaging learning to take place. A
secure learning environment will allow the students to take risks and make mistakes, and most
importantly feel comfortable while doing so. The author explores the three most important
methods for her campus at Austin Middle School. She explores the student/teacher relationships,
as well as the methods to motivate and discipline students through classroom observations,
teacher surveys, and personal teacher interviews. The findings reveal the specific methods that
are being implemented at Austin Middle School with success. In conclusion, educators need to
utilize the implications noted in order to create and maintain the secure learning environment that
will enhance engagement and success.

As I finished another year of teaching at a low-income middle school in a suburb of the
Dallas Metropolitan area, I realized that the environment in which the students are placed can
either create many distractions to the learning process or it can be a useful source of help in
promoting an education. I thought intensely about the learning environment that my school in
Irving ISD fostered for the students. From a teacher’s point of view, I could not figure out why
the students were having such a difficult time feeling comfortable participating in class and were
so eager to rush out of the class as soon as the bell rang. From a coach’s point of view, I
couldn’t understand why it was so difficult for me to get the students/athletes to go home from
practice. It seemed as though these students were so ready and willing to learn and practice
athletics for hours on end, but they had no desire to participate in a classroom setting. At that
point, I sought the guidance and assistance from my administration team.
After having a discussion about the learning environment within our school with the
principal, Mrs. Desiree Arias-Marks, I decided to look deeper into the subject and proposed that
a study be initiated to determine how we could create a secure learning environment that was
more conducive for all of the students at Austin Middle School.
As the Texas Examinations of Educators Standards Competency 007 states, the principal
knows how to apply organizational, decision-making, and problem-solving skills to ensure an
effective learning environment. This means that there is an abundance of different aspects that
encompass the learning environment, but in this study, I will focus on main points of interests
that are crucial to my campus, and my district. In this research, all types of learning
environments will be observed, but the main focus of the research will be on the
rapport/relationship between the student and teacher, the motivation factor, and the discipline
factor within the environment. This will take place through observations of classes, as well as

surveys given to teachers at my campus, and personal interviews with teachers. I hope to
recognize the behaviors that occur in all of the different settings and environments throughout
our school, and learn which types of environments are best for our students and teachers.
Context as Discussed in the Literature
Faculty Rapport with Students
What are the primary objectives that are covered within the first few weeks of school?
Are we actually taking the initial steps to thoroughly get to know and understand our students
and their backgrounds? It seems as though our teaching cycle that we have become accustomed
to in today’s schools is working negatively in our favor. When the faculty is pressed to teach to
the test, the relationship that should be built with each student is becoming a thing of the past and
diminishes the underlying principle of education itself. This in turn causes many headaches for
educators, especially for those who work in low-income schools, with students that are more
transient.
According to Salopek, if the teacher will take the time to prepare a “getting to know you”
activity for the class to participate in the first day of school, and then continues to have branch
activities that stem from the initial activity, a teacher can really get to know their students in a
more personable manner (2010). By taking the time at the beginning of the school year to
individualize these relationships, teachers will find themselves less stressed throughout the
remainder of the school year, and will be successfully putting in to practice a legitimate “No
Child Left Behind” strategy. In his research, Jones states that “academic achievement and
student behavior are influenced by the quality of the teacher and student relationship” (95).
Building a positive relationship with the students at the beginning of the school year
provides a foundation upon which to build a strong bond that continues throughout the school

year, a foundation that, in many instances, will help the educator avoid classroom management
issues later. Although we are aware that forming these relationships with the students will not
completely remove all discipline problems in our classes, it is our belief that showing students
that teachers care about their well-being while exhibiting firmness in establishing boundaries
within the first few weeks of school will foster a relationship that encourages growth and
stimulates learning (Jones, 1981).
Soliciting and receiving input and information from the students about establishing
classroom rules and procedures, their learning interests, and their cultural differences allows the
students to engage in the learning environment because they feel a sense of ownership in it. In
this type of setting, the teacher will not give up all control, but rather will share control with
students. This encourages interaction and helps the students develop educational goals that are
determined by mutual agreement.
Due to the nature of diversity in the classroom, a close, but limited relationship between
the student and teacher can be helpful for those students who may be shy or who have low self-
esteem and find speaking in front of the classroom difficult. The attention these students receive
in a classroom will provide them with confidence they have always wanted, but never achieved
due to not having a good relationship with the teacher. (“Positive Teacher,” no date). This type
of bond that the teacher builds throughout this “getting to know you” phase can set the tone for
the learning process for the year.
An idea brought forth by the organization of teachers, counselors, and administrators who
work closely with their students is to allow a team to stay together with a group of students for a
few years. They believe this team approach will create the style of learning environment that is
conducive with an at-risk population (Wheelock, 1998). Successfully establishing this positive

relationship with the students will encourage them to be eager for knowledge and provide them
with a desire to please their superiors. With this outcome, the teacher will be able to continue
with the state mandated objectives that need to be covered throughout the course, with a better
understanding of how each child learns, and a personal connection with every student.
Motivating a Diverse Group of Students
Each student will have their own personal method of motivation that affects them, either
in a positive manner or a negative manner. Obviously, as educators we prefer the positive
outcome so that we can proceed with our instruction. According to Mujtaba, in order for
educators and students to be successful, they need to become culturally competent. Cultural
competency for all practical purposes refers to the continuous learning process that enables both
educators and students to function effectively in the context of cultural differences in school and
society (2004). As the authors stated in the previous section, a well rounded relationship with
the student will contribute to the motivation factor, as well as the success of students. Mujtaba
states that success should be defined by students based on their desires, abilities, goals, and
efforts (2004). One of the most important rules for success is that every single success is the
result of many small efforts and accomplishments that no one ever points out or appreciates
(Mujtaba 2004). Therefore, it is not the place of the faculty member to determine how successful
a student can or should be based on his/her first impression of the student or based on the
student’s physical/personality characteristics, but yet it is the faculty member’s responsibility to
motivate the students to be the best they can be as a future member of society (Mujtaba 2004).
So, how do we motivate these students? We need to help the students find pleasure in learning
first. As mentioned previously, if we as teachers discover what attracts the student’s attention,
then we can connect the learning process with their personal interests. This in turn, will create a

sense of pleasurable learning or camouflage learning. This kind of learning is often (but not
always) motivated from within, and no other sort of bribery or motives are needed (Wolk 2008).
Also, when the authentic interest is evident, and obstacles arise, the student will be more willing
to proceed in investigating and will be far more open to taking risks (Wolk, 2008). According to
Csikszentmihalyi (1990), such learning is an example of flow, which he defines as
the state in which people are so involved in an activity that nothing else seems to matter;
the experience itself is so enjoyable that people will do it at even great cost, for the sheer
sake of doing it. (p.4)
In order to integrate this type of learning in our curriculum, leaders need to alter how and
what we teach. Wolk indicates that in education schooling can no longer be primarily about
creating workers and test takers, but rather about nurturing human beings and creating our future
society (2007). Consequently, by capturing the imagination of our students for authentic
engagement, we have to allow the students to have choices within the lesson. Without any
ownership of their learning, it is not surprising that student’s interests dissipate and teachers
begin to complain of unmotivated students (Wolk, 2008). In 2001, Wolk advocated a teaching
technique which he called “Exploratory.” In Exploratory, students are allowed one hour each
day to study topics of their choice, while the teachers collaborate with students to help shape
student-initiated ideas into purposeful, inquiry-based investigations. During this process, the
students are allowed to scatter throughout the room, either individually or as a group, to absorb
themselves in endless varieties of topics that matter to them personally. This type of teaching
style creates a wonderful environment for the students and promotes the motivation to be
curious, ask questions, and to find the joy in learning (Wolk, 2008). “By reaching out to
individuals or small groups to vary the teaching in order to create the best learning experience

possible, that teacher is differentiating instruction” (Tomlinson, 2000, p. 2). This can occur in at
least four elements: content, process, products, and the learning environment. How and what the
teacher selects to differentiate is based on the student eagerness and interest (Tomlinson, 2000).
All of the information sounds great and attainable; however, with the abundance of
student interests in the large class sizes that most public schools face, the teacher could also be
overwhelmed with too many concepts to relate to the lesson. Research has shown that classes
with fewer than 20 children can improve students’ academic achievements and are particularly
beneficial for disadvantaged students (U.S. Department of Education, 1999). Hence, to achieve
motivation within the classroom, either intrinsic or extrinsic, educators who “raise the bar” with
mandatory educational standards must take care to provide nurturing educational environments
that support all learners. This could even mean offering more opportunities for the students to
use their varied strengths and interests in school as Gardner’s work on multiple intelligences
states (Wolk, 2008). Schools that embrace this vision can break the cycle of failure while
helping children reach their full academic potential. This not only helps students enjoy success
during their school years, but it also instills confidence in their personal lives, and motivation in
their academic lives.
Discipline in Schools
When one reflects on the word “discipline,” typically poor behavior also comes to mind.
Although, behavior is one of the main concerns in school, there are also many different aspects
of discipline to be discussed. Discipline is teaching children to be safe, to keep others safe, and
to get along with others. Discipline also means teaching children to do what’s appropriate even
when no adults are watching (Discipline: Teaching 2002). This seems to be an ongoing lesson
that all teachers face during their teaching careers. We all make mistakes throughout our life

time, and we all need guidance. What sets the children’s mistakes apart from the adults’ is they
do not always have the experience that adults have or should have. In order for them to fully
understand why a poor behavior is unacceptable, we must teach the student the value of
discipline. This means, leaders must first understand the misbehavior, provide methods to
prevent the misbehavior in the future by teaching appropriate responses, and respond to the
misbehavior (Discipline: Teaching 2002). There are many methods of preventing misbehaviors
as well as earning cooperation of the students, which will be effective differently for each student
(Fay & Funk, 1995). The teacher must know the child to be able to understand which form of
discipline will be most effective.
As mentioned in the first section of the literature review, having a positive relationship
with the student is the foundation and will alleviate much of the rebellion. When students are
immersed in a nurturing environment, they will be more willing to cooperate with the rules and
the consequences, and furthermore, try to avoid negative behaviors in hopes of satisfying their
leader. Providing positive alternative instead of the act of misbehavior, setting realistic rules of
behavior, explaining the reason for the rules, modeling the behaviors, focusing on the do’s, not
the don’ts, and most importantly consistently enforcing the rules are specific steps for
eliminating or preventing future misbehavior (Discipline: Teaching 2002).
A little different spin on discipline in the schools is to view students’ socialization as a
key element in behavior issues. According to Brophy, teachers can make immediate actions in
decreasing classroom controversies by socializing students into a classroom environment
conducive to learning (1996). Key elements of successful student socialization include modeling
and instruction of social behavior, communicating positive expectations, attributes, and social
labels; and reinforcing desired behavior (Dix, 1993; Good & Brophy, 1994, 1995). Following

the successful socialization, the outcome depends on the teacher’s ability to adopt an
authoritative teaching style for classroom management as well as connecting positively with the
student (Brophy 1996).
When modeling the social behavior, instruction should also be combined to get the best
results. Instruction should suggest not only propositional knowledge (a description of the skill
and an explanation of why it is desirable), but also procedural knowledge (how to implement the
skill) and conditional knowledge (when and why to implement it) (Brophy 1996). Brophy also
explains that the teacher needs to be an authority figure in the classroom (1996). While still in
control, the teacher will increase their chances of success if they create an environment in which
the students feel that the teacher is understanding and supportive, but also has good reasons
behind their demands.
Socialization can also be created during Out-of-School Time (OST). OST refers to the
hours in which school-age children are not in school. This doesn’t mean that there is a specific
time or schedule, but this refers to time that children are doing something other than activities
mandated by school attendance (Lauer et al., 2006). After-School programs have been designed
to help promote socialization of students, not only with academics, but also in general. The
After-School Corporation cited statistics to suggest that after-school programs are needed to
prevent maladaptive behaviors by children, such as crime and drug use (Lauer et al., 2006).
Others added that after-school programs are needed to provide enriching experiences that can
improve children’s socialization (Lauer et al., 2006). Historically, the needs of low-income
children have been a major influence on the development of the OST programs. There are many
title I funded programs that provide assistance to these low-income schools in order to help with
the socialization of these at-risk students, as well as to provide a safe and secure environment.

Research has shown very little negative statistics from the use of after-school programs. For this
reason there are many grants and state funded programs that continue to support after school
programs.
The questions still lie within the data. What methods can we use to more secure learning
environment throughout our schools today? Will the use of having a good rapport with each
student be beneficial? Is teaching discipline going to alleviate some of the discipline issues
faced in schools today? How can we motivate our students to want to be higher-achieving
students?
Research Project
Participants
This research involved a randomly selected group of 30 teachers; 15 teachers with five
years or less of teaching experience, and 15 teachers with 10 years or more of teaching
experience from Austin Middle School in the Irving Independent School District. Classrooms
were observed and data was collected in regards to the student/teacher relationships, the methods
of motivation used to engage the students at a higher level of thinking, and the discipline systems
that were implemented. A teacher survey was also conducted with this group of teachers to
collect a more general overall average of insights for creating a more secure learning
environment. This research study was conducted for the first semester of school during 2010-
2011 school year.
Process
This qualitative research is a combination of a few different techniques. To begin the
research study, I observed 9 classrooms; 3 sixth-grade classes (Reading, Math, and elective

class), 3 seventh-grade classes (Reading, Math, and elective class), and 3 eighth-grade classes
(Reading, Math, and elective class). During these observations, I used a rubric to record the
important data that was relevant to the research. When I completed the observations, I
distributed a teacher survey to those teachers that I had randomly selected before I began the
study. I received the thirty surveys back with astonishing results to my surprise. The last part of
my research involved two interviews of teachers; one of the new teachers, and one of the
experienced teachers.
Reliability and Validity
The samples used in this research study remained consistent throughout the research
project. The teacher’s names remained anonymous to ensure confidentiality. The material that
was collected in this project provided statistical information in regards to teachers thoughts and
attitudes towards their relationships with the students, motivation methods for the students, and
discipline systems that are implemented, as well as the connection with all of the methods to the
student’s sense of security in the learning environment as per observations. The material will be
presented to the principal and the faculty at the end of the school year with hopes of
implementation of the successful methods for the following school year.
Research Findings
Through the research conducted, I had classroom observations, along with teacher
surveys and teacher interviews to analyze to complete the action research study. While doing so,
I was very amazed with the results that I had accumulated. Although through the interviews, I
did notice a bit of more resistance in attitude regarding the “new ways” of assuring a secure
learning environment from the more experienced teacher, but when I completed the entire
research that I collected, the results were almost identical.

In respect to the faculty rapport with students section of the teacher survey 67% of the
teachers disagreed that the first week of school is the most important time to begin the in depth
instruction in the classroom. This means that most of our teachers are taking the time to
understand and get to know the students before beginning the real instruction, but still not to the
standards that Austin Middle School would like to be. Although this information seemed very
positive considering the teacher/student relationship, the survey revealed that 53% of the
teachers were NOTcreating a “Getting to Know You” activity for the students; which proved in
the literature review to be a key element in creating this secure learning environment. Possibly
there were alternative activities that included this information that may be gathered in the
“Getting to Know You” activity, but were not revealed in this study. Another amazing finding
that caught my attention was the fact that 100% of the participants either agreed or strongly
agreed that academic achievement and student behavior are influenced by the quality of the
teacher and student relationship. This data proves that as educators, we are aware of the
difference a personal relationship can make in the educational process. A recommendation to
provide this type of secure learning environment would be to create a team of teachers that
would stay together with a certain group of students for a few years. The data shows the wide
spread of attitudes towards this idea. The teachers may possibly buy in to this design if it were
implemented in the correct setting and with the correct personnel. The data collected showed
that 33% of the teachers disagreed with this idea, while 47% agreed, and 20% were unsure. It is
obvious with the 100% of belief that a strong relationship with a student will encourage them to
be eager for knowledge and provide them with a desire to please their superiors that ALL
relationships with the students must be genuine and sincere with the intention of creating this
secure learning environment that can promote motivation, intrinsic and extrinsic.

In regards to the motivating of students section of the teacher survey, it appears that 87%
of the participants agreed that the success of the students should be defined based on their
desires, abilities, goals, and efforts. In reality, how many teachers base their student’s grades on
these attributes? Out of the 9 classrooms that I observed only 2 of the classes graded on this
system. The other classrooms were graded by homework (correct, incorrect) and tests. I did
however; observe one of the classrooms that also used a portfolio complete with the student’s
work throughout the six weeks as a summative grade. This I thought was a great idea for basing
a grade from the four concepts listed above. Although most teachers are now accustomed to
teaching to the test, 100% of the participants agreed that their main purpose in teaching is to
motivate the students to be the best they can be as a future member of society. It is just
unfortunate that teachers sometimes are unable to touch basis with some of the student’s personal
desires due to lack of time in order to cover all of the materials that will exist in the state
mandated tests. In the data collected, 100% of the teachers show to be discovering what attracts
the student’s attention, as well as 80% allowing the students to make choices within the lessons
in order to enhance the motivation factors in the classroom. While in one of the classroom
observations, I noticed that the engagement level of the classroom increased immensely when
choices were given within the lesson. The students seemed to take more ownership of the work
that they were producing and were far more engaged than the lecture section of the lesson.
Sixty percent of the participants agreed that children’s mistakes are usually due to lack of
experiences. Since we as the educator, or part-time provider, are there when the mistakes are
made, we need to provide the students with more experiences and options in dealing with
different experiences that may arise in their everyday life. 67% of the teachers agreed that the
students’ socialization is a key element in behavior issues. This is evident when you have a 12

year old sixth grade student that has never been in school before, starting fights in the physical
education class due to the lack of socialization skills, sharing, sportsmanship, etc…How do we
teach the behavior though? 86% of the participants strongly agreed that the teacher must know
the child to be able to understand which form of discipline will be most effective, and that each
child may have a different style that works best for them. Teaching discipline is providing
methods to prevent the misbehavior in the future by teaching appropriate responses (100 %
participants strongly agreed). With this in mind, 86% of the participants agreed that in order to
eliminate or prevent future misbehavior they would provide positive alternatives instead of the
act of misbehavior, such as making the student a group leader. The focus then becomes on the
act of being the leader rather than the misbehavior. Alternatively 60% of the teachers reported
that In-School-Suspension is not effective for most students, which proves that each student will
have a unique form of discipline that is most effective.
Informal interviews also added reliability to my findings. While discussing teaching with
one of the more experienced teachers, she explained to me that the adage “Don’t smile ‘til
Christmas,” is terribly out-of-date. She believes that teachers should begin building a
relationship with students on the first day of school. She said “it doesn’t happen overnight, but
gradually as the year progresses.” Another important piece that the experienced teacher shared
with me, was that students appreciate having a teacher who is fair, treats them with respect, and
teaches their content with passion. What a difference a teacher can make by exhibiting such
passion for the subject that is being taught. When the students see the enthusiasm the teacher
demonstrates, they also feed off of that energy, and creates a very engaging environment. Lastly
the experienced teacher explained to me that “students want structure in the classroom—it makes
them feel safe and secure in their environment.”

Conclusions
The findings from my classroom observations, teacher surveys, and teacher interviews
have proven that there is a correlation between having a good teacher/student relationship,
motivating students, and disciplining students in such ways to build a secure learning
environment that allows the students to take risks and make mistakes, which in turn is also
known as the learning process. When the secure learning environment is created, the students
discover that taking chances with failure is bound to happen, and there is always a lesson to be
learned from the failure. On the flip side, they will also begin to see success after the mistake
has been made. This is the result of the learning process. When educators do not create an
environment that allows students to feel comfortable, the students will never feel confident
enough to take those risks or to learn from their mistakes. Adversely, this is slowing down the
learning process.
Implications
A secure learning environment is not created overnight. This process should be an
ongoing project in your classrooms throughout the entire school year. The results will be evident
at the closing of the school year by the growth of each individual student in your classroom. A
classroom that promotes these key elements will produce students with efforts, abilities, goals,
and desires to become a positive member of society. To have the future in our classrooms every
day, we as educators should really treat every student with the respect and admiration that we
also like to endure. Every educator should take in to consideration these key points in hopes of
creating a secure learning environment:
✓ Building a solid relationship with every student, giving and earning respect
from one another.
✓ Understanding every student in order to recognize the appropriate manner in
which to motivate and/or discipline.

✓ Teaching discipline is providing unique methods to prevent the misbehaviors
in the future by teaching appropriate responses.
As principals and administrators, we need to remember that we must put the wants and
needs of the students first. Every decision we make should be proactive instead of reactive and
most importantly ethical, moral, and legal within the educational process. With more than half
of our staff here at Austin Middle School buying in to the ideas in this research study, we are
well on our way to ensure the students of a highly secure and conducive learning environment
that will engulf all diversity.
References
Brophy, J. (1996). Enhancing students’ socialization: Key elements. (ED395713). Urbana, IL.
Csikszentmihalyi, M. (1990). Flow. New York: Harper Perennial.
Dix, T. (1993). Attributing dispositions to children: An interactional analysis of attribution in
socialization. Personality and Social Psychology Bulletin, 19, 633-643.

Fay, J., & Funk, D. (1995). Teaching with love and logic: Taking control of the classroom.
Golden, CO: The Love and Logic Press, Inc.
Good, T., & Brophy, J. (1994). Looking in Classrooms (6th ed.). New York: Harper Collins.
Good, T., & Brophy, J. (1995). Contemporary Educational Psychology (5th ed.). New York:
Harper Collins.
Jones, V., & Jones, L. (1981). Responsible classroom discipline: Creating positive learning
environments. Boston, MA: Allyn and Bacon Inc.
Lauer, P.A., Akiba, M., Wilkerson, S.B., Apthorp, H.S., Snow, D., Martin-Glenn, M.L. (2006).
Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of
Educational Research, 76(2), 275-313.
Mujtaba, B. (2004). Creating a healthy learning environment for student success in the
classroom. The Internet TESL Journal, 10(2). http://iteslj.org/Articles/Mujtaba-
Environment.html
Salopek, J. (2010). Creating a Welcoming Classroom for Homeless Students. (cover story).
Education Update,52(6), 1-7. Education Research Complete database.
The Positive Teacher-Student Relationship. (n.d.)
http:www.csun.edu/~acc50786/Education.html
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. ERIC Digest.
(ERIC Document Reproduction Service No. ED 443 572). Available online:
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED443572

University of New Hampshire Cooperative Extension. (2002, April). Discipline: teaching school
age children social skills. http://extension.unh.edu/Family/Documents/distchg.pdf
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A guide for educators and state and local officials.
http://www.ed.gov/pubs/socialpromotion/index.html
Wheelock, A. (1998). Extra help and support to meet standards and prevent grade retention.
http://wwwcsteep.bc.edu/ctestweb/retention/retention2.html
Wolk, S. (2001). The benefits of exploratory time. Educational Leadership, 59(2), 56-59.
Wolk, S. (2007). Why go to school? Phi Delta Kappan, 88(9), 648-658.
Wolk, S. (2008). Joy in school. The Positive Classroom. 66(1), 8-15.

Appendix
I. Teacher Survey
II. Teacher Survey Letter
III. Classroom Observation Rubric

Teacher Survey
5-StronglyAgree 4-Agree 3-Don’tknow 2-Disagree 1-StronglyDisagree
Faculty Rapport with Students
1. The firstfewweeksof school isthe mostimportanttime toget to know mystudents.
2. The firstfewweeksof school Iintroduce academicmaterial justasIdo throughoutthe semester.
3. I prepare a “Gettingto KnowYou”activityfor the studentstocomplete the firstdayof class.
4. I understandthe backgroundsof mystudentsbefore Ibegininstructionforthe new school year.
5. I create branch activitiesfromthe initial “GettingtoKnow You”activitytocontinue the growthof the
relationshipswithmystudents.
6. I believe thatthe academicachievementandstudentbehaviorare influencedbythe qualityof the
teacherand studentrelationship.
7. I believe thatfirmnesswiththe studentsthe firstfewweeksof school isthe onlywaytobuilda
foundationforastrong classroommanagementplan.
8. I believe thatbuildingastrongpositive relationshipwiththe studentsatthe beginningof the yearwill
helpthe educatoravoidclassroommanagementissueslater.
9. I allowthe studentstogive inputwhileestablishingthe classroomrulesandprocedures.
10. I don’thave a problemsharingcontrol inthe classroomwiththe studentstoencourage interaction.
11. Due to the diversityinmyclassroom, itisdifficultforme tobuildclose,butlimitedrelationships
withmystudents.
12. I am sure to builda close,butlimitedrelationship,specificallywiththose studentsthatmaybe shy
or whohave lowself-esteemandfindspeakinginfrontof the classroomdifficult.
13. I believe thatthe type of bondthatis made duringthe “Gettingto Know You”phase can setthe
tone for the learningprocessforthe year.
14. I thinkit wouldbe beneficialforateam of teachersto staytogetherwitha groupof studentsfora
fewyears.
15. I believe thatastrongrelationshipwithastudentwill encouragethemtobe eagerforknowledge
and provide themwithadesire toplease theirsuperiors.

Motivatinga Diverse Groupof Students
16. In orderfor teachersandstudentsto be successful,theyneedtobecome culturallycompetent.
17. A well roundedrelationshipwiththe studentwill contribute tothe motivationfactor,aswell asthe
successof the students.
18. Successshouldbe definedbystudentsbasedontheirdesires,abilities,goals,andefforts.
19. One of mymain purposesistomotivate the studentstobe the besttheycan be as a future member
of society.
20. Discoveringwhatattractsthe student’sattentionisanimportantpiece of informationforthe
learningprocess.
21. I oftenuse camouflage learninginmylessons.
22. The studentsinmyclassare willingtoproceedininvestigatingandtakingriskswhenobstaclesarise.
23. Educationis primarilyaboutcreatingworkersandtesttakers.
24. I allowthe studentschoiceswithinthe lesson.
25. I allowthe studentstocreate a sense of ownershipof theirlearningbygivingthemchoices.
26. I allowthe students“Exploratory”learningtime,time tostudyanyappropriate topicof theirchoice.
27. I “raise the bar” withmandatoryeducational standards.
28. I take care to provide nurturingeducationalenvironmentthatsupportsall learners.
Discipline inSchools
29. Poor behaviorcomestomindwhenIhearthe worddiscipline.
30. Discipline isteachingchildrentobe safe,tokeepotherssafe,andto getalongwithothers.
31. Discipline meansteachingchildrentodowhat’sappropriate evenwhennoadultsare watching.
32. Children’smistakesare usuallydue tothe lackof experiences.
33. Teachersmustfirstunderstandthe misbehaviorbeforetryingtocorrectit.
34. Providingmethodstopreventthe misbehaviorsinthe future byteachingappropriate responsesis
teachingdiscipline.
35. I must knowthe childtobe able tounderstandwhichformof disciplinewillbe mosteffective.

36. To eliminate orpreventfuture misbehaviorItryprovidingpositive alternativesinsteadof the actof
misbehavior.
37. To eliminate orpreventfuture misbehaviorItryto model the desiredbehavior.
38. I like tofocuson the do’s,not the don’ts.
39. I consistentlyenforce the rules.
40. Studentssocializationisakeyelementinbehaviorissues.
41. I am an authorityfigure inthe classroom.
42. After-school programshave beendesignedtohelppromote socializationof students.
43. Studentsthathave not beensocializedhave amore difficulttime withcooperativelearningprojects.
44. In-School-Suspensionisveryeffective formoststudents.
45. Studentsseemtowantto followrulesinmyclassroom.

Teacher Survey Letter
Dear Teachers,
I am currentlyenrolledinanonline principalcertificationprogramthroughthe Universityof
Texasat Tyler. In thisprogram,we are conductinga researchstudy. I am askingthatyou wouldplease
take a fewmomentsof yourtime tocomplete thissurvey. Thissurveywill addressthe learning
environmentthatwe encompasshere atAustinMiddle School. Yourresponseswill be keptconfidential;
the surveyswill notrequestaname or signature inorderto keepall participantsanonymous.
The purpose of thissurveyisto findthe most successful methodstocreate a comfortable and
secure learningenvironmentinschoolsthroughhavingabetterunderstandingof the teacher’sviewson
the current learningenvironment.
Your participationinthissurveyisvery muchappreciated!
Sincerely,
Keelie Rader

Classroom Observation Rubric
CRITERIA OBSERVATION OBSERVATION NOTES
Teaching and Learning
Strategies/Motivation o Teaching Methods/Motivation
o Instructional Materials
o Clarity of Presentation
o Teacher/Student Relationship
Learning Environment
o Learning Climate
o Classroom Management
o InstructorEnthusiasm
Student
Involvement/Student
Discipline
o Student Risk taking
o Student Engagement
o Monitoring of Comprehension
o Instructional Interaction
o Teaching Discipline
Label 1-4 with 4 being the best…
Knowledge of the Subject/Discipline
The teacher clearly knows the discipline, going beyond mere facts to present important concepts reinforced by
appropriate examples and illustrations. Their discipline knowledge includes knowing how to teach it to a broad
range of students with concepts presented in a variety of ways. The teacher is able to respond appropriately to
student questions with sincerity.
1 2 3 4
Course Preparation & Organization
The teacher comes to class with a clear concept of what is to be addressed and how and why. S/he conveys this plan
to students eitherinitially or as the class progresses orconcludes.The concepts are clearly linked to course and/or
lesson objectives.The session progresseslogically with clear transitions and/or references to material covered earlier
or coming up. Visual aids and technology are skillfully integrated and designed to enhance learning. Classroom
management skills are evident.
1 2 3 4
Clarity and Understandability
The teacher speaks clearly and distinctly with confidence. S/he uses examples, provides equations,or relates topics
to relevant personal examples or uses experiences—when appropriate—drawn from students’workplace
experiences. The lesson uses concrete examples to “ground” abstract concepts.
1 2 3 4
Enthusiasm for Subject/Teaching

The teacher cares passionately about the subject matter, the students’learning, and teaching itself. This enthusiasm
can be manifested in various ways, including the teacher’s animation. The teacher clearly wants to be present and is
glad to have the students present and engaged.
1 2 3 4
Sensitivity to and Concern with Students’ Learning Progress
Teacher knows and uses students’names, interacting with a respect for student identities and learning. Teacher
“reads” students’comprehension as the lesson progresses with appropriate pacing. S/he listens carefully to student
comments, asking probing questions,paraphrasing,and referring to previous contributions.
1 2 3 4
Student Engagement with the Learning
The discipline, class size, grade level, and Austin MS student culture can impact these criteria. Given these different
challenges, how well did the teacherinvolve students in the lesson? Motivate them
to prepare? How did the teacher challenge them, particularly to exhibit critical thinking skills, if appropriate? Initiate
student-to-student exchanges? Keep students focused on the material being covered?
1 2 3 4

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