Learning Outcome Five
Learning Outcome Five: Manage classroom structures in a variety of ways that promote safe learning environment.
I have learned to manage classroom structures in a variety of ways that promotes a safe learning environment such as grouping students, creating a seating chart for students, and creating classroom rules.
When deciding to have my seventh graders at Grant Middle School work on a group project, I had to take a lot of time and consideration when grouping students. I chose to have students work in groups because I strongly believe that education needs to stray away from the idea of a teacher-centered classroom. As Ira Shor discusses in Education Is Politics, the “teacher-centered competitive pedagogy can interfere with the positive feelings students need to learn” (page 24). I therefore wanted to give students a chance to work with each other in order to create the satisfaction of learning and creating without any reliance on an authoritative figure. One of my biggest concerns when creating groups, though, was placing students in a group with peers they would feel comfortable working with and with whom they felt they could be a success. The school has been doing a lot to end and prevent bullying, and I wanted to avoid any bullying in my own classroom by putting students who did not get along in separate groups. I checked with various people around the school such as my host teacher, other teachers, and the guidance counselor to discover any fights or acts of bullying that had occurred between my students prior to my arrival so that I could ensure that I was placing each student in a group where he or she would feel safe. I also took into consideration the type of work I had seen students complete so that I could put struggling students with students who were excelling and allow both to benefit from helping each other. Students enjoyed working in groups and felt safe, comfortable, and free to voice their opinions when preparing their projects.
Yet another way that I have proven my ability to manage classroom structure in order to promote a safe learning environment was through the creation of a seating chart. Students who did not get along were assigned seats on the opposite side of the room so that each one could feel safe and focused. Some students got along really well but tended to be too chatty and were therefore separated to avoid any temptation of starting their own conversations during class. Students with frequent behavior issues were seated at the back table so that they could be somewhat separated from other students so as not to distract or be distracted. Sitting at the back table also allowed students to focus on their own work while still being an important part of the class. I also changed the seat of one student with poor eyesight to the front of the room so that he could have a better view of the board. Seating students wherever I felt would most benefit them was an important part of managing my classroom and promoting a safe environment in which everyone felt comfortable learning.
The creation of a set list of classroom rules also helped to manage my classroom and to promote a safe learning environment. The rules covered basics such as being prepared but also promoted anti-bullying and anti-violence within the classroom. Creating a clear set of rules allowed students to see exactly what was expected of them while I was their teacher. It also gave them something to reference whenever a discipline problem arose. My biggest focus when creating a safe learning environment was to prevent any insults or violence from occurring in my class; I wanted students to feel that they could be in a place where they didn’t need to fear any physical or mental harm. I also wanted to ensure that students felt safe to learn and to participate in discussions without fear of any negative consequences. My classroom rules helped me to complete all of these goals and made my classroom a safe, comfortable place for students to learn and grow.
I have learned to manage classroom structures in a variety of ways that promotes a safe learning environment such as grouping students, creating a seating chart for students, and creating classroom rules.
When deciding to have my seventh graders at Grant Middle School work on a group project, I had to take a lot of time and consideration when grouping students. I chose to have students work in groups because I strongly believe that education needs to stray away from the idea of a teacher-centered classroom. As Ira Shor discusses in Education Is Politics, the “teacher-centered competitive pedagogy can interfere with the positive feelings students need to learn” (page 24). I therefore wanted to give students a chance to work with each other in order to create the satisfaction of learning and creating without any reliance on an authoritative figure. One of my biggest concerns when creating groups, though, was placing students in a group with peers they would feel comfortable working with and with whom they felt they could be a success. The school has been doing a lot to end and prevent bullying, and I wanted to avoid any bullying in my own classroom by putting students who did not get along in separate groups. I checked with various people around the school such as my host teacher, other teachers, and the guidance counselor to discover any fights or acts of bullying that had occurred between my students prior to my arrival so that I could ensure that I was placing each student in a group where he or she would feel safe. I also took into consideration the type of work I had seen students complete so that I could put struggling students with students who were excelling and allow both to benefit from helping each other. Students enjoyed working in groups and felt safe, comfortable, and free to voice their opinions when preparing their projects.
Yet another way that I have proven my ability to manage classroom structure in order to promote a safe learning environment was through the creation of a seating chart. Students who did not get along were assigned seats on the opposite side of the room so that each one could feel safe and focused. Some students got along really well but tended to be too chatty and were therefore separated to avoid any temptation of starting their own conversations during class. Students with frequent behavior issues were seated at the back table so that they could be somewhat separated from other students so as not to distract or be distracted. Sitting at the back table also allowed students to focus on their own work while still being an important part of the class. I also changed the seat of one student with poor eyesight to the front of the room so that he could have a better view of the board. Seating students wherever I felt would most benefit them was an important part of managing my classroom and promoting a safe environment in which everyone felt comfortable learning.
The creation of a set list of classroom rules also helped to manage my classroom and to promote a safe learning environment. The rules covered basics such as being prepared but also promoted anti-bullying and anti-violence within the classroom. Creating a clear set of rules allowed students to see exactly what was expected of them while I was their teacher. It also gave them something to reference whenever a discipline problem arose. My biggest focus when creating a safe learning environment was to prevent any insults or violence from occurring in my class; I wanted students to feel that they could be in a place where they didn’t need to fear any physical or mental harm. I also wanted to ensure that students felt safe to learn and to participate in discussions without fear of any negative consequences. My classroom rules helped me to complete all of these goals and made my classroom a safe, comfortable place for students to learn and grow.
