Positive Aspects - Setting The Tone For A inevitable studying EnvironmentHello everybody. Today, I found out about Positive Aspects - Setting The Tone For A inevitable studying Environment. Which may be very helpful in my experience therefore you. |
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Every educator has a responsibility to furnish a healthy learning environment for his or her students. Over the years, volumes of investigate have been conducted to help teachers settle what works best for the students. There is a wealth of methods and techniques that, through research, have been proven to enhance the quality of the learning environment. Many distinct aspects of the learning environment should be considered. What I said. It is not the actual final outcome that the true about Positive Aspects. You see this article for information on an individual need to know is Positive Aspects.Positive AspectsA obvious learning environment is one in which school staff, students, and parents build safe and peaceful environments where people feel appropriate and respected and where learning is the main focus (Stratman, n.d.). Therefore, a obvious school climate exists when all students feel comfortable, wanted, valued, accepted, and gain in an environment where they can interact with caring people they trust. A obvious school climate affects everybody connected with the school, being the students, staff, parents, and the community. It is the belief law or culture that underlies the day-to-day execution of a school. "Improved school climate is a goal to pursue. Educators need to permanently work toward improving their school climate, culture, and conditions so that trainee learning is improved" (Noonan, 2004 p.64). How Teachers Can Set the Tone for a obvious learning Environment There are many things a educator can do to make his or her classroom a safe and obvious place for students to learn. First and foremost, a educator needs to be enthusiastic about her or himself. They must come in with an energetic attitude. They must be obvious because it radiates. How the educator feels and appears it will work on the classroom. The educator is the facilitator, the educator sets an example, and the educator is the role model. Attitude goes a long way. When teachers come to work stressed-out, it can be damaging to the students. A study conducted by Yoon (2002) investigated whether or not educator stress, negative affect, and self-efficacy would predict the quality of student-teacher relationships. Findings suggested, "negative teacher-student relationships were imaginable by educator stress. Needful correlations were found among negative affect, educator stress and negative relationships"(p.486).
Teachers should ordinarily escort investigate to stay up-to-date on the best practices and methods to use in creating a obvious learning environment. Freda Glatt, a retired educator who firmly believes in the benefits of a obvious learning environment has shared some tips on creating a obvious learning environment through the Sandral Sensations website (2003):
Teach students to help rather than to laugh. It takes a lot of bravery to share when you are unsure of yourself. Bring that to your class' concentration by doing some role-playing. Ask how they felt when their classmates laughed at them. Remind your pupils that everybody is human and makes mistakes...but that it is okay and expected. You do not want them to fear being ridiculed if they ask a demand or riposte incorrectly. Take note of your students' strengths and let them help you throughout the year. Make a obvious statement before giving a correction. Your reaction when a child gets an riposte wrong is also important. "A obvious statement, followed by a negative one, helps to soften the blow and you remind students that you care" (Burnett, 1999, p.3). George Stratman of the San Diego County Office of study (n.d.) has created a beneficial list of "10 Subtle Ways to originate a obvious learning Environment", which can be a beneficial guide of elementary school teachers: 1. Begin your week by "nesting." Students need time upon arrival to become well-known with and comfortable in their new surroundings. Take time during your first class to discuss the week and what they will be doing and to riposte questions they may have. 2. Use the students' names. They will feel that you know them and care about them. 3. Catch them being good. Praise the group and individuals when they do well. (Be just not to over praise an individual. Telling the other students that they should behave "just like Suzy" can be counterproductive--and not necessarily appreciated by Suzy.) 4. Dignify wrong answers. If a child gives a wrong answer, give him or her prestige for trying, and if possible, chronicle their riposte to the field matter. For example, if you are request the students for an example of a decomposer and a trainee answers "manzanita," you could riposte by saying, "the manzanita is a vital part of this ecosystem, so you're on the right track. However, I'm seeing for a living organism that would help break down the manzanita into soil after it dies." 5. Give students a second chance to riposte correctly. You could follow-up on the situation above by giving all the students an chance to share with their neighbors some examples of decomposers. Once it is clear that everybody has an answer, tell the trainee (above) that you will give him/her someone else chance and then, after you've taken an riposte or two from other students, call on that trainee again. 6. Don't "zap" students. If a trainee is misbehaving, try and redirect the behavior in subtle ways such as exciting closer to that individual, utilizing his or her name in a sentence during study (such as "let's say we were walking on the trail and Johnny came over a deer track..."), or a gentle hand on the shoulder. If you must address the child directly and aggressively, pull him/her away from the group. If you overtly discipline a child in front of the group, others may be afraid to share for fear of the same treatment. 7. Phrase your questions in a manner that is non-threatening. It is good to ask, "who would like to share with the group..." than to ask "who knows the riposte to..." as the latter implies that if you don't raise your hand, you don't know. 8. Allow for thinking time. After you ask a demand or give instructions give the students time to process. If you give instructions and ask for questions but do not furnish wait time, children who process slower than others may not understand and will feel lost once the operation starts. Students who are not given enough time to reconsider when answering a demand will similarly feel left out. 9. Don't repeat answers. When a trainee makes a comment, let his/her comment stand on its own. If you repeat the answer, the students will be trained to listen only to the educator and you will steal some of the "thunder" away from the student. If you think the others did not hear, have the trainee repeat the answer. (Note: this technique may not work when addressing 200 people, but is very effective with a smaller group.) 10. Give the students choices. Make sure the choices you give are appropriate to you. For instance, you can say "today we are going to climb 'Daredevil Hill,' would you like to do that before or after lunch?" Giving some selection in activities, or at least the order, gives the students some operate and buy-in for their week. How Parents Can Set the Tone for a obvious learning Environment: Parents can also play a part in creating a obvious learning environment (Muijs, 2004). Teachers should expect parents to work with their child and school personnel to preserve the learning of their child and the learning environment of the school. The Canadian study Act 1997) asserts obvious expectations for parents. These are to: "meet the basic needs of their child; ensure their child attends school; encourage their child to unblemished assigned homework; attend to their child's escort while the child is at school and on the way to and from school; chronicle reasonably with school personnel." (Canadian study Act, 1997, p.1). Just as the teacher's attitude plays a role in establishing the obvious environment, the parents' attitudes also take result (Ajzen, 1988, p.10). Parents can help by sending the child off to school on a obvious note. If a parent smiles as he or she wishes the child a nice day and says "I love you", the child is already approaching the day with a obvious outlook and will be more receptive to learning (Ajzen, 1988, p.10). In conclusion, with the preserve and dedication of the teachers, parents, and administration, any learning environment can and should be transformed into a obvious learning environment. Clearly, everybody has a distinct role to play and a responsibility to fulfill in order to utter the obvious environment. There are many benefits to maintaining a obvious learning environment. "Positive learning environments in schools will maximize the learning of every student; Help children and youth become full participating citizens of society; Help to build a sense of community; Lead to cost savings and economic benefits as stoppage is less expensive than incarceration" (Positive learning Environments in Schools, 2005). Reference Ajzen, I. (1988). Attitudes, personality, & behavior. Chicago: The Dorsey Press.
Canadian study Act.(1997) Retrieved Sep. 14, 2005, from Doctor, S. (1997). Creating a obvious school climate. Towards Inclusion: Tapping hidden Strengths, 3. Retrieved Sep 14, 2005, from Glatt, F. J. (2003). Retrieved Sep. 14, 2005, from Reading is fundamental Web site: http://www.sandralreading.com. Johnson, C., Templeton, R., & Guofang, W. (2000). Pathways to peace: promoting non-violent learning environments.. Chicago: Elementary and Early Childhood Education. Retrieved September 16, 2005, from Eric database. Muijs, D., Harris A., Chapman C., and Stoll, L. (2004). improving schools in socioeconomically disadvantaged areas--a chronicle of investigate evidence. School Effectiveness and School Improvement, 15(2), 149-175. I hope you will get new knowledge about Positive Aspects. Where you can offer use in your life. And just remember, your reaction is passed about Positive Aspects. Read more.. Setting The Tone For A inevitable studying Environment. |
Setting The Tone For A inevitable studying Environment
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