PED11

As the term suggests, field studies are learning experiences outside of the classroom. Field studies

allow students to gather their own (primary) data, provide opportunities to extend classroom learning
through direct observation and experience, and allow for scientific research through field experiments.
Field study trips can range from short walks in the schoolyard or nearby neighborhood to vehicle
excursions over some distance for several hours to a full day. Whatever the destination, the purpose of
the field study trip should be to address specific outcomes in the curriculum. Field studies should be
designed as learning experiences that are integral parts of a unit or theme being studied in the classroom.
From the pedagogical perspective, field study trips should be viewed as any effective learning experience
that includes Activating, Acquiring, and Applying Strategies. Thus, students should be involved as active
participants in learning rather than as passive spectators on a trip. An effective field study requires careful
planning for meaningful

learning experiences before, during, and after the field study trip

Preparation:

Teachers must plan the educational rationale and objectives as well as the logistics of the field study trip
well in advance. As stated, the field study should complement the learning in the classroom and should
be undertaken to address specific outcomes. Teachers should prepare questions to be answered and/or
develop specific guidelines on what students should observe or what information should be gathered
during the field study. Specific expectations and active student participation will result in effective learning
while on the field study trip. Logistics involve scheduling; administrative and parent consultation and
permission; organizing the means of transportation; planning the route; preparing materials and
equipment; contacting landowners or arranging guides if applicable; planning safety and emergency
procedures; and addressing

matters related to student expectations during the field study trip. Teachers should ensure that all school
division policies and procedures relating to field excursions are followed

During the Field Study:

The field study trip should focus on the activities prepared in advance, and students may need prompting
to begin making observations or to gather information. Working with a partner or in small groups gives
students opportunities for interactive learning. Scheduling should allow adequate time for expected tasks
as well as for dealing with questions students may have during the field work. Photographing students in
action in the field may provide additional motivation. More importantly, photos are relevant components of
field work as they provide a visual record that can be included in follow-up discussions and reporting in
the

classroom.

Follow-up:

Since field studies are planned as parts of units or themes studied in the classroom, immediate follow-up
is critical for maximizing the learning experience. Observations made and information collected should be
discussed, processed, and incorporated into the broader learning experience. Student experiences
should be discussed, and connections made to prior knowledge or related experiences. Field studies may
provide opportunities for extending learning and shaping future investigations that students undertake as
part of the inquiry process. Teaching and learning is a process that includes many variables. These
variables interact as learners work toward their goals and incorporate new knowledge, behaviors, and
skills that add to their range of learning experiences.

Over the past century, various perspectives on learning have emerged, among them —cognitive (learning
as a mental operation); and constructivist (knowledge as a constructed element resulting from the
learning process). Rather than considering these theories separately, it is best to think of them together
as a range of possibilities that can be integrated into the learning experience. During the integration
process, it is also important to consider a few other factors — cognitive style, learning style, the multiple
natures of our intelligences, and learning as it relates to those who have special needs and are from
diverse cultural backgrounds.

4.2 Objective 2

Field Study 1 is the first in a series of sequential studies in the Bachelor of Elementary Education and the
Bachelor of Secondary Education Programs (BEED and BSED) offered by the Teacher Education
institutions. Field study is lined the professional education subject is the prerogative of the Teacher to
match with an appropriate subject such as child and adolescent Development Principles of Teaching or
Facilitating learning. The focus of Field Study 1 is observation of the learner, school structure and the
community. Since this is the first time the student teachers have been exposed to the school environment,
they are expected to take note of the school and classroom facilities and the organizational set, up of the
school! The PSTs shall observe the behavior of the learners in the actual learning environment! Based on
their observations of learners PSTs shall develop their understanding on feasible approaches to facilitate
learning considering the various phases of growth and development. To assist their transition the students
will be paired with a -buddy. Included in FS 1 is the enhancement of the students/ communication skills
with his/her buddy since they are expected to be adequate in the language, they will be using during their
hands on teaching in the remaining field studies.

Teachers are the backbone of the education industry. For educators looking to step up their
responsibilities and branch out, there are many paths available to take on leadership roles. These
opportunities will help them develop their leadership skills and strengthen their school’s community.

Administrators

One way to become a teacher leader is to investigate school administration jobs, which create the
opportunity to implement changes, motivate students and faculty and strengthen a school from within. By
pursuing an MA in Educational Leadership, which is required for most administration roles, a teacher can
become an assistant principal or take on principal training to oversee an entire school. Returning to the
classroom and earning a master’s degree will help develop strong leadership skills through mentoring and
practical experience.

Facilitators

A facilitator is another important role teachers looking to step up to leadership may want to consider.
Facilitators serve as team leaders for different grade level teams, working closely with teachers and their
students to gather and analyze data about teacher practices and student performance to promote the
best student learning outcomes throughout our professional learning communities, we are constantly
evaluating and aligning our teaching to our learning to better student achievement.”

Mentors

Students need mentors and mentoring them is an essential part of becoming a teacher leader. This
includes advising students about colleges and curriculums or helping them with problems ranging from
the mundane to the deeply personal. Teacher leaders also mentor their fellow teachers. Read more about
the impact of mentorship in developing new school leaders.
Clubs and Organization Chairs

Social and educational clubs are important in schools. They often need leaders and organizers to make
them successful. This is a role based on educational leadership that the teacher leader admirably fills,
whether it involves chairing the National Honor Society or heading a team for improvement.

Coaches

Similarly, sports are vital in schools. They emphasize the importance of team spirit and collaboration.
Many teachers double as coaches for their school's sports teams. This fosters a sense of camaraderie
with the students as well. Being active through sports and engaging with like-minded peers can
significantly improve a student’s performance, in addition to providing necessary experience for college
transcriptions and applications.

Curriculum Creators

A good school and a successful student body both depend on strong curriculum development. In this
instance, a teacher leader helps other teachers come up with new strategies and interesting course
material to better engage students. If the current curriculum lacks something essential, such as more
math classes or a better history syllabus, the teacher leader spots the gap and seeks to fill it.

Specialty Instructors

Teacher leaders work across the board in varying roles. If students in a chemistry class draft poorly
structured reports, then a teacher leader in English will step in and help the chemistry teacher advise the
students on how to become better writers. Again, helping both students and teachers is essential and a
key role for teacher leaders.

Community Builders

If a teacher leader learns about a new technique or resource, even if it's not in one’s discipline, the
individual will immediately share it. In this way, every teacher constantly improves. The idea of paying it
forward creates a much more successful learning environment; it creates a community. The community
building course within Queens’ online MA in Educational Leadership curriculum pushes the idea of turning
the school environment into a helpful community of educators.

Learners

A true teacher leader never stops learning. He or she attends lectures, seminars, and classes to become
a better teacher and a better leader. Sometimes that even involves going back to school.

WEEK2

What kind of school environments optimize the way students learn, teachers teach, and communities
interact? Schools that take a whole child approach to education are conscious of the intersection between
physical space and the cognitive, social, and emotional development of students, rather than focusing on
one element in isolation. The learning environments we create—the physical along with school climate—
can either help or hinder learning, development, teaching, and collaboration.

Beyond our school building, the ways we set up classrooms and cafeterias, use school buildings after the
bell, create learning opportunities outside the classroom, and display student work in halls and on walls
speak volumes about our learning cultures. Educators with limited or no financial resources who are
committed to transforming the learning culture can use student input, research, creativity, and ingenuity to
guidelines he re-creation of learning spaces. Although some communities have the luxury of building new
schools, many others have had to retain design elements from the first half of the last century. And most
of us remember design fads that have come and gone because they weren't effective.

All students and staff need a safe and supportive school environment to succeed. A safe school is one
where teaching and learning are not distracted; disruptions are minimized; violence, drugs, bullying, and
fear are not present; students are not discriminated against; expectations for behavior are clearly
communicated; and consequences for infractions are consistently and fairly applied. The most effective
approach to creating safe and supportive school environments requires a comprehensive, coordinated
effort including schoolwide, districtwide, and communitywide strategies.

School Safety
Bullying
Discipline/Suspension & Expulsion
Mental Health
Chronic Absence
Drop Out Prevention

A school environment is negatively impacted when one or more of the domains are lacking, negative, or
harmful. For example, if a school’s community is burdened with racial tensions and biases among
students and teaching personnel, students and teachers may lose their sense of belonging in their own
school environment. The feeling of not belonging or being welcomed into their school can negatively
impact attendance and graduation rates. School environment can also be negatively impacted through
increased fortifying practices in schools (e.g., armed security, metal detectors). In a time when schools
are targeted in attempts of mass violence, school boards and administrators have altered and expanded
their security measures to make schools ‘safer’. However, the expansion of digital surveillance, metal
detectors, access-controlled doors, and armed security alters students’ perceptions regarding school
disorder, safety, and themselves. Further, previous research revealed the expansion of fortification
security protocols had the opposite impact of its intentions, resulting in increased violence and disorder.

A social environment that lacks inclusivity can foster racial, socioeconomic, and gender disparities. The
accumulation of negative interactions, such as acts of violence, stereotypes, and biases from teachers
due to identity differences, primarily affects perceptions and experiences of students of color, males,
students from low socioeconomic backgrounds, and students with disabilities or emotional/behavioral
disorders. For a school environment to cater to all of its students, teachers and administrators need to
acknowledge the historical setbacks, marginalization, and systemic or tangible barriers that students of
various identities face. In addition, staff must provide support for students to be comfortable in and
express their marginalized identities and must act in ways that do not further oppress those identities.

Example Interventions to Improve School Environment

If schools are truly interested in improving their environment, there are various interventions that can
promote mental wellbeing, improve school safety while ingraining school order, and help mitigate any
divides or tensions that exist among students and staff. Below are some examples of interventions to
improve school environment:

1: Culturally Responsive School Leadership Training

Training for school administrators and teachers should be interminable as they are dealing with children
who are still growing and developing. Cultural responsivity and competency training is essential because
not all children derive from the same environments and backgrounds. As leaders, role models, and
mentors, teachers and administrators play critical roles in improving school environment. To properly
address disparity and diversity issues, administrators and teachers participate in professional
development courses online or the district could host these opportunities. From these courses, they
receive multicultural training and are given time to reflect on interactions with students. Courses include
material on properly addressing disparities and tensions among students and how to be more supportive
of students who systemically lack support. These courses can foster more effective classroom and school
management, which is linked to reduced suspension rates.

Of the five domains of school environment, cultural responsivity and competency training addresses
Shared Vision, Safety, and Community. With teachers and school administrators becoming more
culturally aware and competent, a share vision to reduce disparities and properly support all students may
emerge. The school’s culture, therefore, reflects those aspirations, which will foster equity and an overall
positive school environment. The training can also enhance students’ and staff’s sense of community. As
tensions and biases lessen, interactions and interpersonal relationships can strengthen. Consequently,
the overall school’s safety (especially emotional safety) can be enhanced because of increased support,
inclusivity, and sense of belonging from both students and staff.

2: Promoting School Attachment/Sense of Belonging

Schools can offer activities and programs to promote student-school connectedness, including sports
teams, interest-based clubs, societies, and school-wide events that firmly establish a school’s culture.
Promoting connectedness through school-based activities provides students with the opportunity to gain a
better sense of self, leadership skills, physical activity, and healthier habits. Research has shown that
students who participated in extracurricular or school-based activities had higher grades, more positive
attitudes and perceptions toward their schools, and higher academic aspirations (5). In addition, school-
based activities promote stronger interpersonal relationships with peers, coaches/mentors, and teachers.
In sum, when students form a connectedness with their school environment, it relates to academic and
personal success.

Promoting school attachment fosters the Community, Safety, Academics, and Shared Vision domains. As
students become more involved in school-based activities, they gain a stronger sense of self and
community alongside their peers and staff mentors that can contribute to a sense of shared vision.
Increased participation also increases school pride and skill building. Students learn more about their
academic and non-academic capabilities and push themselves toward success in life. Simultaneously,
their mental and physical health improves, which can result in a more positive and safer school
environment.

3: Positive Behavior Intervention and Support (PBIS)

Positive Behavior Intervention and Support (PBIS) is another program that can be used to help establish
a strong, positive school culture, promote school connectedness, and successfully reduce violence and
misbehavior. PBIS is a method that teaches and encourages students to meet a school’s expectations
and engage in preferred behavior. To reduce misbehavior and promote a positive school environment, a
support-focused plan is created and implemented by school personnel, family, and community members
to encourage positive expected social skills and character developing behaviors from students.

WEEK3

Learner Diversity

Learning is effective to the extent to which it engages with learner identities. These are deeply diverse,
complex and multilayered. Learner differences should be measured and taken into account both in terms
of the dimensions of ‘gross demographics’ and the more subtle and variable ‘lifeworld attributes.

These dimensions not only shape how students feel about being in school, but “these larger group trends
shape learning and student development” (National School Climate Center, 2013).
Learning is a journey away from the learner’s comfort zone, leaving the relative narrowness and
limitations of the life world. As much as learning needs to affirm identity and create a sense of belonging,
it is also a process of travelling away from the familiar, everyday world of experience. This journey is one
of personal and cultural transformation.

The two conditions of learning in a context of deep and multifaceted diversity:

Condition 1: Effective learning engages the learner’s identity. It builds on the learner’s knowledge,
experiences, interests and motivation. In any learning community, there is a great deal of diversity, and
this is because the everyday lifeworld’s from which students come are always varied. A pedagogy of
BELONGING brings this diversity into the classroom, values it and uses it as a resource for learning.

Condition 2: Effective learning takes the learner on a journey into new and unfamiliar terrains. However,
for learning to occur the journey into the unfamiliar needs to stay with a zone of intelligibility and safety. At
each step, it needs to travel just the right distance from the learner’s lifeworld starting point. A pedagogy
of TRANSFORMATION takes learners out of their comfort zones, because of which they form new frames
of understanding, ways of meaning, capacities to act and expressions of identity.

How the Learning by Design Approach Addresses Learner Diversity

The Learning by Design project addresses learner diversity in several ways, including:
· The Learner Resource side of the Learning Element is designed for self-paced individual learning, or
self-managed group learning. All learners do not have to be on the same page at the same time.
· Entry points: The Learning Element asks the question of prior learning on the assumption that the
answer will not be the same for all.
· The Knowledge Processes bring diversity into the learning experience:
- Experiencing the Known: bringing in students’ diverse experiences.
- Experiencing the New: always at a carefully measured distance from what students already know
(intelligibility).
- Analyzing Critically: measuring human interests is always against your own perspective.
- Applying Appropriately: taking what you have learnt back to your own world of everyday experience.
- Applying Creatively: bring the multiple perspectives and experiences of your life together in a creative
way.
· The mix of Knowledge Processes allows different emphases and activity types as appropriate to
students’ different ‘learning orientations.
· All the Knowledge Processes also change direction of the knowledge flows and the balance of
responsibility for learning toward a more active view of learning-as-engagement—in this context,
learner identities and subjectivities become more manifest.
· Learning is conceived as a journey, in a transformational (rather than static) view of diversity. The
learner, for instance, may travel from everyday Experiencing the Known, to depth and breadth
perspectives (Conceptualizing, Analyzing), and back to the everyday world by Applying Appropriately or
Creatively—by which time neither the world nor the learner are quite the same as they were when the
journey began.
· Learning Outcomes: Assessment is not of the right/same answers or one correct way to do things,
but comparable performance in relation to standards. You don’t have to do the same work to be doing
equivalent work.

· Exit points: The Learning Pathways question at the end of the Learning Element assumes that this
may be answered in different ways for different learners.
HOW DO YOU MANAGE DIVERSITY IN THE CLASSROOM?

There are several ways teachers and administrators, such as principals and coaches, can ensure that
both the classroom environment and curriculum are responsive to the increasing cultural diversity of our
society. These strategies will encourage all students’ cultural awareness, enhancing each student’s sense
of identity, and foster inclusion in the classroom community.

Get to Know Your Students

Ensuring that cultural awareness is promoted in the classroom starts with the teacher understanding each
individual student. Take the time to learn about each student’s cultural background, hobbies, learning
styles, and what makes them unique. Demonstrating a genuine interest in learning about each student
and their culture will help establish trust and allow you to form a bond with them so they feel valued. If
students feel appreciated by and comfortable with the teacher, there’s a better chance they’ll feel
comfortable talking with and respect their peers in the class – and communication is the core to a
culturally aware and inclusive classroom.

Maintain Consistent Communication

Aside from getting to know your students, teachers should also continue to maintain ongoing
communication throughout the semester or school year. Scheduling 1-on-1 meetings with students to
“check in” every so often will allow you to consistently improve how accessible the classroom is to
everyone. Students can talk about whether they felt included in the classroom culture. This can help
identify issues or ways to improve the overall experience. It’s also an opportunity to discuss their progress
in the class and offer guidance on how they can improve, based on their individual needs as a student.

Acknowledge and Respect Every Student

It’s also important for students to celebrate and respect their own diverse backgrounds, as well as each
other’s. When appropriate, teachers should encourage students to research and learn about their own
ethnic and cultural backgrounds. This allows them to better understand their own culture as well as the
differences and nuances with their peers. As a bonus, this can be a great ice breaker assignment,
allowing students to give presentations about their family traditions and culture to help expose the class to
concepts outside of their own familiar comfort zone. Acknowledging these differences and creating a safe
space for discussion helps promote understanding in the classroom and beyond. Also, as you encourage
students to learn about their diverse backgrounds, remember to take the time to highlight what’s offensive
and the distinction between cultural celebration and appropriation. Learning how to talk about other
cultures in a respectful, mature way is essential for success in life outside the classroom.

Practice Cultural Sensitivity

While it’s important to keep an open dialogue amongst students, it’s equally as important to make sure
you’re being sensitive to everyone’s culture, beliefs, and language concerns. Take the time to understand
each student’s cultural nuances – from learning styles to the language they use – and use these insights
to design your lesson plans. For example, provide English language learners with appropriate and
relevant resources that help them improve their English comprehension skills. Rather than teach with a
traditional lecture style, create learning experiences that are more interactive and require collaboration.
These considerations will help ensure that every student feels included, is given the space to learn in their
own way and is given a chance to succeed.

Incorporate Diversity in the Lesson Plan

The classrooM environment is important for fostering cultural awareness, but you also should ensure
diversity is represented in your actual lesson plan. For example, broaden history lessons so that they
encompass the world beyond United States history and culture. Or use references and analogies to other
cultures in your lessons and assignments to help students with diverse backgrounds personally connect.
Another great strategy is bringing in diverse speakers to add varying points of view and real-life context to
different subjects. There are several ways you can ingrain cultural awareness and diversity into your
lesson plan, and it will vary depending on the cultures represented in your classroom and the course
you’re teaching. Regardless of the subject, always try to present and connect lessons to real-world
issues. It’s easier to promote cultural awareness within your lessons when there’s a real example for
students to relate to.

Give Students Freedom and Flexibility

Teachers often feel like they need to take on a strict, authoritative approach when it comes to managing
their classroom. The most valuable lessons are often learned through a student’s own experiences, so
giving them some freedom in the course encourages more connection to the curriculum. Allow students to
read and present their own materials that relate to the fundamental lesson so they can approach the topic
from their own perspective. As a teacher, you can act as a facilitator and encourage conversation and
healthy debate between diverse opinions. Group assignments are also a great way to expose students to
diverse perspectives, allowing them to work together to explore and solve a problem. This will also help
prepare them for a diverse workforce where they’ll have to partner with a range of people to accomplish
their professional goals.

WEEK4

The Diverse Learners

In the early years, the learners seemed to be homogeneous because of simplicity in needs and way of
life. Education is served to the learners in simple and traditional ways. In the 21ST century, the learners
have become more diverse. Teachers must address this diversity not because it is their responsibility, but
it is their professional teaching needs. Teachers nowadays are served with trainings and other forms of
professional development to eventually walk their talk to effectively handle various groups of diverse
learners.

In the Philippines the diversity of people with diverse culture were being addressed during the 6TH
International Conference on Teacher Education (2010) that social class, ethnicity, indigenous origin,
religion, gender, language, and other socially mediated attributes have increased the diversity in local
educational agencies and schools around the world. Learners brought with them their socio-economic,
linguistic, cultural, and regional identities, a range of knowledge, skills, and dispositions they need

in their occupations, families, communities, and other civic responsibilities.

In the Philippine Professional Standard for Teachers (PPST), learners may be grouped in terms of the
following:

1. Learners’ gender, needs, strengths, interests, and experiences

2. Learners’ linguistic, cultural, socio-economic, and religious background
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous group
6. Learners’ gender, needs, strengths, interests, and experiences
Today’s learners are indeed more diverse than before. Embracing the diversity of these learners would
pave a way of producing better quality results. Teachers then need to profile their learners and be
knowledgeable in every single learner that gets inside the classroom in terms gender, needs, strengths,
interests, experiences, and others.

Gender as defined refers to social attributes and opportunities associated with being male and female and
the relationships between women and men and girls and boys, as well as the relations between women
and those between men. These attributes, opportunities, and relationships are socially constructed and
are learned through socialization process.

Although there are many exceptions, boys and girls do differ on average in ways that parallel
conventional gender stereotypes and that affect how the sexes behave at school and in class. The
differences have to do with physical behaviors, styles of social interaction, academic motivations,
behaviors, and choices. They have a variety of sources—primarily parents, peers, and the media.
Teachers are certainly not the primary cause of gender role differences, but sometimes teachers
influence them by their responses to and choices made on behalf of students. It is always then necessary
that teachers at all levels and be gender sensitive and be able to address the needs of the learners. One
important fact about diversity of learners is that every student learns. Although no two students come to
school with the same culture, learning strengths, background knowledge, or experiences, and no two
students learn in the same way, every student’s unique personal history enriches classrooms, schools,
and the community. This diversity is our greatest education asset.

The Philippines is very rich in terms of linguistic and cultural diversity. A single region or province alone
has a lot of spoken languages. In this instance, the challenge is in the early grades particularly in the K-3.
It is where learners of diverse languages come into school bringing with them their mother tongue.
Classrooms are also a melting pot of various cultures which include differing worldviews, religious beliefs,
values, abilities, languages, and family backgrounds of students. No matter how school administrators
and teachers strive for homogeneity in 8 the classroom, differences are inevitable and thus must be dealt
with appropriately as this diversity may increase or impede students’ learning success. In most cases,
schools have socioeconomic diversity having a mix of students from different income levels, social
backgrounds, and in some cases, racial and ethnic backgrounds.

Learners with disabilities, giftedness, and talents Learners with disability, according to Individuals with
Disabilities Education Act (IDEA) (P. L. 101-476), means learners with mental retardation, hearing
impairments (including deafness), speech or language impairments, visual impairments (including
blindness), serious emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other
health impairments, or specific learning disabilities; and who, by reason thereof, needs special education
and related services (Knoblauch, B. S. , 1998). UNICEF (2007) also states that the term also refers to
those who have long-term physical, mental, intellectual, or sensory impairments, which in interaction with
various barriers may hinder their full and effective participation in society on an equal basis with others.
Gifted and talented learners are learners who exhibit intensity and curiosity sooner than the average child.
They are usually recognized after being subjected to evaluation by professionals. Being aware of these
learning disabilities or giftedness is a big factor in planning for relevant learning opportunities.

Learners in difficult circumstances Learners in difficult circumstances are those learners who are in places
of geographic isolation, chronic illness, displaced due to armed conflict, urban resettlement or disasters,
victims of child abuse and child labor practices. These are the set of learners that requires extra care and
attention for these are the learners who are affected, physically, psychologically, emotionally, mentally or
even spiritually.

Learners from indigenous groups The Philippines is a culturally diverse country with an estimated 14- 17
million Indigenous Peoples (IPs) belonging to 110 ethno-linguistic groups. They are mainly concentrated
in Northern Luzon (Cordillera Administrative Region, 33%) and Mindanao (61%), with some groups in the
Visayas area. The Philippine Constitution, in recognition of this diversity and under the framework of
national unity and development, mandates state recognition, protection, promotion, and fulfillment of the
rights of Indigenous Peoples.3 In our present educational system, diversity brought about different
indigenous group are addressed through the implementation Indigenous Peoples Education (IPED)
Program. In this program, IP learners are provided with an education that is sensitive to, and reflective of
their cultural context, aspirations, and concerns. It also strives to
3 http://www.ph.undp.org/content/philippines/en/home/library/democratic_governance/FastF acts-IPs.html
9 provide education to IP learners without losing their cultural identity thus preserving their customs and
traditions which they value the most.

Why is diversity in the classroom important?

Children go to school to be prepared for the workforce, so teaching must effectively address and embrace
the realities that come with living and working in a diverse school, community, and country.

1. Diversity in the classroom builds better thinkers

Students are no exception to this rule. Diversity in the classroom teaches students to appreciate
different perspectives and draw stronger conclusions. Challenging students to consider different
perspectives can also teach them how to interact with their peers on a social level and equip them with
skills they’ll use for the rest of their life.
2. It improves academic outcome
Diversity in the classroom doesn’t just improve social skills, it can also have an impact on academic
results. It improves critical thinking skills and encourages academic confidence.
According to a case study from The Century Foundation, students who attended a magnet school in
Hartford, Connecticut that was required to meet racial integration standards through a lottery system
outperformed students at suburban school that had a higher percentage of affluent, white students on
standardized test scores.
The same report also found that effectively integrated schools had less misbehavior, lower dropout
levels and noticed that students were more likely to want to pursue post-secondary education.
3. It involves more student
When schools take inclusive and responsive approaches to diversity, students are more likely to see
their identify represented in classroom materials or other students. When diversity is not a priority and
these students don’t feel included, they’re more likely to not participate and feel inferior to their peers.
A study from the University of California, Los Angeles looked at diverse classrooms to assess the
emotional gains of students and found encouraging results. According to the study, students in the most
diverse classrooms were more likely to feel safer, less lonely, and less bullied at school.

WEEK5

Developing a positive learning environment isn’t just a nice idea, it’s a prerequisite to effective learning.
Get it right and learners will be better able to focus, take control of their learning, and be more willing to
experiment and take risks with language.

· How you look and sound

Teacher enthusiasm has a huge impact upon learner motivation, which increases active participation and
therefore learning.

Our tone of voice and facial expressions play a key role so it’s worth finding out if you look and sound as
you expect (lesson recordings revealed how grumpy I look when thinking). If that’s an issue for you too,
then a note by your webcam or on your lesson plan reminding you to smile, may help.

Don’t feel you have to be someone you’re not though – your students will see through that anyway. Just
be conscious of how you come across and do your best to present an encouraging, positive you. That’s
easier if you feel good, so make time for things that put you in the right frame of mind, whether that’s
music, exercise, or tea and a chat.

· Be prepared – and kind to yourself

Before trying out something new in class, test it out with a few colleagues beforehand. You’ll be more
confident and reassuring when introducing it to learners – and able to overcome problems that may come
up.

From time-to-time things won’t go to plan; the tech may fail, or you’ll forget something. While that can be a
pain, it’s often more of a problem for students if their teacher appears distracted or upset as a result. So,
give yourself a break and avoid lingering on things that don’t go well.

Above all, remember that you’re working to create a safe space were taking risks and making mistakes
are encouraged – and that’s something we can model through our responses to setbacks.

· Responding

Challenge learners while showing you believe in them; Thank and praise students for their contributions.
Acknowledging that something scary has been overcome provides a real sense of achievement.

Respond to what’s said before giving feedback on language – and then ensure it’s balanced. Drawing
attention to good language use (as well as errors) is useful for all.

Help students respond to each other more effectively by modelling and teaching active listening strategies
in class.

· Sense of progress

A positive learning environment is often one where learners feel they are learning and making progress.
Help enable this by regularly prompting students to reflect upon what they’ve learnt, and where possible
linking it to real-world uses. For example, using appropriate words and phrases to message a friend in
English, being able to quickly find key information in an academic text, or politely asking a stranger for
directions.

Displaying learner work in classrooms, encouraging students to keep portfolios – or learner diaries, can
be nice ways of prompting this reflection.

· Less is more

Decorating 50% – 80% of wall-space with student work, learning aids and inspiring images helps provide
a good balance of visual stimulation. However more than that can reduce students’ ability to focus, so
remember – less is more.

With the additional cognitive load associated with navigating a platform, the same applies to teaching
online. Help students by limiting on-screen text and not being afraid of silence: thinking time and a break
from your voice are important.

· Their class

Help students feel invested in their class, rather than a place where learning happens to them. Seeking
input from learners about what happens in their classroom can instill a greater sense of ownership and
trust. This can range from selecting background music, to identifying topics and getting feedback on
activities and texts. When you find yourself making a choice, stop and ask yourself if learners could enefit
from making it instead.

Six Tips for Creating a Positive Learning Environment in Your Classroom

Tip 1 –

Always build classroom rules and procedures collaboratively and in the positive. I cringe when I visit
classrooms and see “No Talking” as classroom rule #1. I suggest beginning by have a discussion with
your students about how they learn best and then fashion your rules accordingly. If some students say
they need a quiet area to work in at times, try a sign like, “Quiet Area, Brains at Work.” Also, if your
classroom rule says “We don’t use cellphones in class.” the students shouldn’t see their teacher texting
someone. Classroom rules should apply to everyone equally.

Tip 2 –

Continually let your students know you believe in them. Saying “I know you can get this” rather than “You
need to try harder” for example is an indication of your belief in them rather than an accusatory statement.
Saying, “We talked about this yesterday. Did you forget?” is laying blame on the student. Instead, a
statement like, “You had this so well yesterday. I know you can get it today.” reminds the student of their
past success. These are both subtle differences in language that can make a big difference in your
students’ perception of your faith in their as learners. Think about Carol Dweck’s work on fixed and growth
mindsets.

Tip 3 –

Speaking of mindsets, examine your own mindset. Do you believe in your own ability to learn and grow?
Do you believe it is your obligation as a teacher to model learning and growing? Look at this graphic on
an educator’s mindset and do a little self-reflection.

Tip 4 –

Use your language to show students that they are learning for their own benefit, not yours. I can’t begin to
count the number of times I have heard teachers begin an instruction or direction by saying, “What I need
you to do for me…”. This tells the student they are doing a task for the benefit and approval of the
teacher. Just eliminate that part of the direction and begin with, “The first thing you need to do to learn this
is…” The learning has to be for the benefit of the learner, not the teacher.

Tip 5 –

Be honest in your feedback. Good feedback tells the learner what they did correctly, where they may
have missed the mark, and what specifically they need to do next. I remember being a 7th grade student
art class. I have a number of talents, but drawing isn’t one of them. The teacher wrote, “nice job” on my
sketch of an orange. I knew very well that my smudged mess of an orange wasn’t a nice job. It wasn’t
even a decent representation of any fruit known to man. I would have benefited by her telling me one
thing I could do to make it better. Maybe something like “We are learning about perspective. Try adding a
shadow behind your sketch.” Her “nice job” told me little about how to improve. Knowing I received
undeserved praise lessens the impact or praise when it is truly earned.

Tip 6 –
When dealing with a student conflict or behavioral issue, be objective rather than accusatory. For
example, rather than say, “Why did you take Jacob’s pencil?” begin by asking what happened. Asking
why a student did something will likely provoke a defensive comment. “I took is pencil because he called
me a name.” This leads to the inevitable “No I didn’t, yes you did” cycle. Asking what happened will allow
both students to tell their story, moderated by the teacher. Give prompts like, “How did you think that
make Jacob feel?” – “How else do you think you might have reacted?” – “What might you try next time?”

Students are more likely to learn in a safe learning environment – one in which they feel valued and
protected. As you build and cultivate this environment, also be sure to use research-based instructional
strategies to be sure students clearly know what they are expected to know, understand, and be able to
demonstrate. Building a strong learning environment and using research-proven instructional strategies
makes it more likely that students can answer “yes” to the questions, “Can I do the work?” and “Will I be
accepted here?”

Classroom setup is an important component in a learning environment because it is an essential piece of

classroom management to support both teaching and learning. The physical atmosphere of the classroom
can help prevent behavior issues as well as promote and improve learning. The structuring of the learning
environment is essential for teachers and students. The physical arrangement of the classroom can affect
both student and teacher behavior, and a well-structured classroom management plan of design can
improve learning and behavior. To create an inviting, safe, supportive learning environment, using
classroom management for the way you arrange your desks matters. A supportive learning environment
can mean the difference between having a good day and a bad day.

Your classroom arrangement is the physical foundation of where your students will learn. This means that
every square foot of it needs to be used for activities that support learning. The spatial structure of the
classroom, where students will be seated, how the students will move about the classroom, and the whole
classroom atmosphere needs to be considered, as well as how the classroom will be structured to
address the academic, social, and emotional needs of the students. The physical arrangement of the
classroom should also be reflective of the student body and must be consistent with the needs of all
learners.

In addition to the way your classroom is physically arranged, the classroom environment needs to be
considered: what you put on your walls, the classroom materials you will use, and where and how you will
set up your activities. All attributes of a structured learning environment need to be considered when
setting up your classroom.

Benefits of a Well-Designed Classroom

· Students learn to respect boundaries. For example, there are “teacher only” areas as well as the
boundaries of space a student has around his/her personal desk.
· The organization of classroom materials allows students to retrieve them quickly, which helps to
decrease unwanted behavior.
· Proper room arrangement provides predictably, which is essential for students because students
thrive when they are in a comfortable learning environment.
· Students will learn which behaviors are acceptable and expected in each specific location in the
classroom. For example, when in the classroom library, students need to be quiet, but while in the
classroom play area, students are allowed to talk.
· Students will learn to anticipate which activities will occur in specific areas of the classroom. This
helps students be mindful of how they need to behave for each specific area they are in.
Arranging Your Classroom

Before you set out to arrange your classroom, consider asking yourself the following questions:
· How do I need to structure the desks? Teacher-focused activities mean desks will be in rows or
small clusters facing the front of the classroom, while student-focused activities mean desks will be put
into groups or semicircles so students can easily collaborate with one another.
· Do any of my students have specific medical needs? A food allergy, wheelchair, etc.
· What furniture is available? Desks, tables, bookcases, shelves, etc.
· What information do my students need to know? They need to know the date, assignment,
classroom procedures, etc.
· What will inspire my students every day? Quotes, posters, classroom awards, everyday heroes, etc.
· What education artifacts do they need? Word walls, literacy resources, purposeful posters and
bulletin boards, etc.
Have I considered a flexible seating classroom? Standing desks, bean bags, stability balls, etc.

The answers to these questions will help guide you to structure an effective learning environment for your
students. Depending upon what furniture is readily available, you will also need to structure your
classroom so that every student has a home base (or an individual learning area like their own desk), a
whole group instruction area, a dedicated teacher area, as well as a transition area where students can
wait for the next activity or lesson to begin, or at least have your space arranged so students can move
about easily and comfortably without bumping into one another.

· Essential Areas

As mentioned above, there are a few required areas that you must have in your classroom: a home base,
group instruction area, teacher workstation, and transition space. Here we will take a closer look at how
you can arrange each of these specific areas.

· Dedicated Teacher Area

Teachers need a place to call their own too. This space should be near an outlet where you can have
access to a computer, as well as out of the way but also easily accessible for students to get to you.
Ideally, your space should be near the window with your desk or small table situated sideways, in the
corner of the classroom. This way you will get the light from the window to help you see, you are out of
the way but also easily accessible to students and are able to scan the whole classroom right from your
seat.

· Home Base

Each student needs a space to call their own. Have it been an individual desk or their own space at the
table, they need something to call their home base. This space is a place where students can do their
independent work or go to when you are transitioning in between lessons.

Two factors need to be considered when deciding where students’ home base will be: if the student has
any behavior issues and the size of your classroom. Once you factor in these issues, then you are ready
to clearly assign each student a home base.

· Transition Area

The transition area can be a specific location, like the carpet, that students go to while waiting for the next
activity. What this space looks like and where it is located will depend upon your students’ needs as well
as their ages. No matter where the space is, it is important that your students know where to go during
transition periods.