The Classroom Environment

[Audio] The Classroom Environment Bella More, Educational Diagnostician Frank W. Hogan III, Behavioral Health Services Specialist Mario Bernal, Licensed Specialists in School Psychology Steffanie Sparrow, Licensed Specialists in School Psychology Valerie Torres, Licensed Specialists in School Psychology As of: 3/4/22.

[Audio] The Classroom Environment Social Emotional Learning (SEL) consists of five competencies; self-awareness, self-management, responsible decision making, social awareness, and relationship skills. SEL in the classroom can be promoted through explicit instruction and can also be integrated across classroom instruction when supported by research-based behavioral practices. This instructional module will cover: Setting Well-defined Limits Removing Distractions Providing a Structured Environment Establishing Consistent Routines and Task Expectations Providing a “Safe Area”.

[Audio] The connection between social emotional learning and classroom management is well-documented. Classroom management is improved by combining social emotional learning with the principles of planning, environment, relationships, and observation. Effective classroom management must be planned..

[Audio] Set Well-defined Limits Teachers can use simple rules selected by themselves prior to students entering the classroom or wait until the first day to collaborate with students to decide on the best rules for the class. Rules should be clear, simple and limited. The rules should be visible in the classroom for students to reference when a reminder is needed. Positive rewards can be in place for individuals or whole-class rule following..

[Audio] Set Well-defined Limits Practice common and consistent procedures. If students know what is expected for daily routines such as filing out for recess, unpacking books, lining up or taking a bathroom break, there will be far less chaos, confusion and disruption. It’s also a great idea to offer rewards or incentives if students consistently follow the class rules..

[Audio] Remove Distractions Research has shown that distractions can be incredibly costly. Research suggest that it can take some students up to 23 minutes to get back on-task after being distracted. Take steps to prevent both yourself and your students from becoming distracted. Remove distracting items and post a “Do Not Disturb” sign on your classroom door during important activities such as tests or exercises that require a great deal of concentration..

[Audio] Remove Distractions It is inevitable that every now and then the classroom may get noisy. Often it is like a domino effect, one starts talking and then like a wave it takes over the entire classroom. The free browser app Bouncy Balls is a fun tool where students are challenged to keep a bunch of colored balls of different sizes settled/motionless just through how quiet they are in class. When students are too loud and the balls jump too high in the air, a visual and auditory warning appears across the screen telling students to settle down..

[Audio] Provide a Structured Environment Positive reinforcement is a key factor in helping students master concepts and exhibit desired learning behaviors. Verbally acknowledge students for making good choices Use stickers, coupons, and group trips to reward children for making progress Use charts and other visual aids to help students see their daily progress Create a level system to help students monitor their progress and earn privileges.

[Audio] Establish Consistent Routines Classroom routines can positively affect students’ academic performance as well as their behavior, therefore, one proactive strategy is for teachers to adopt a consistent classroom routine. A routine is simply a set of procedures for handling both daily occurrences (e.g., taking attendance, starting a class period, or turning in assignments), and managing interruptions of instruction..

[Audio] Establish Consistent Routines Essentially, once taught, routines are daily activities that students are able to complete with little or no teacher assistance, which accomplishes two objectives (a) students have more opportunity to learn and (b) teachers can devote more time to instruction. Routines also help to create smoother transitions between activities and therefore allow fewer opportunities for disruptions to occur. Students who can comprehend a monthly calendar can learn how to think in terms of semesters and years (especially holidays!).

[Audio] Establish Consistent Routines Interactive routines include knowing how to participate in discussions, behaving as expected in groups at centers, and following rules for getting the teacher’s attention. Once these routine tasks are identified, teachers should establish clear, discrete procedures for handling routine events that are simple, easy for students to understand, and quick for them to perform..

[Audio] Establishing Task Expectations Administrative procedures include activities such as storing coats or books; using the restroom; sharpening pencils; taking attendance; making announcements; and dismissing students to go to another classroom, the playground, or home. Instructional tasks include getting every student’s attention for instruction; reviewing spelling words or math problems on the board; ensuring that students behave in ways that maximize positive outcomes during teacher-led instruction or group-learning settings; handing in or returning student work; and having a set process for how students should write the heading on their assignments..

[Audio] Provide a “Safe Area” As the understanding of SEL has increased, so has the use of classroom safe spaces, often described as “SEL in action.” The “Safe Place” is a center where children can go to change their inner state from upset to composed in order to optimize learning. It is the centerpiece of your self-regulation program. A beanbag, throw rug or pillow serves as a base for your Safe Place..

[Audio] Provide a “Safe Area” Safe spaces are places where children can go to calm down, be alone, and recharge so they are ready to learn. Safe spaces are an effective way to help children return to a relaxed state that is optimal for learning. These children often come to school feeling sad, scared, or angry. Having a safe space allows them to relax enough to learn, which is vital for leveling the playing field..

[Audio] References Conscious Discipline. (n.d.). How to Use a Safe Place in Shubert’s Classroom. Retrieved from www.consciousdiscipline.com/free-resources/shubert/shuberts-classroom/safe-place/#:~:text=The%20Safe%20Place%20is%20a,base%20for%20your%20Safe%20Place. Kentwood. (n.d.). A structured class means less distraction. Retrieved from www.kentwoodprepschool.com/news/structured-class-less-distraction/ Mentimeter. (n.d.). How to handle noise in the classroom. Retrieved from www.mentimeter.com/blog/interactive-classrooms/how-to-handle-noise-in-the-classroom Odu. (n.d.). Use of classroom routines to support the learning process. Retrieved from www.odu.edu/content/dam/odu/col-dept/cdse/docs/4-classroom-routines.pdf Resilient Educator. (2021). How to prevent and address classroom disruptions. https://resilienteducator.com/classroom-resources/how-to-prevent-and-address-classroom-disruptions/#:~:text=Minimize%20Distractions,your%20computer%20during%20class%20time. Snoke, M. (2016). Classroom management: develop clear rules & expectations. Retrieved from www.teachhub.com/classroom-management/2016/01/classroom-management-develop-clear-rules-and-expectations/ Resilient Educator. (2021). How to prevent and address classroom disruptions. https://resilienteducator.com/classroom-resources/how-to-prevent-and-address-classroom-disruptions/#:~:text=Minimize%20Distractions,your%20computer%20during%20class%20time..

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