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How can I create and maintain effective environments for learning?

Creating a safe, cultivating environment for students will improve instruction, classroom

management, and the relationships with students. All of TPE 2 encompasses creating and

maintaining effective environments for student learning, but TPE 2.3 specifically states that

teachers need to "establish, maintain, and monitor inclusive learning environments that are

physically, mentally, intellectually, and emotionally healthy and safe to enable students to learn"

(California Commission on Teaching Credentialing [CTC], 2016, p. 13). Students need to feel

confident enough to take intellectual risks without the fear of ridicule or teasing from their

teacher or classmates. One way to ensure this is to create a strong classroom management plan,

which incorporates preparation, organization, rules, procedures, misbehavior, and consequences.

Making preparations for classroom management prior to the school year, and organization of the

classroom can serve as a strong beginning for an effective management plan.

Establishing clear rules and procedures at the beginning of the year can set the tone for

the rest of the school year. If students know explicitly what is expected of them and the

consequences that will result from misbehavior, behavioral problems should improve. With less

behavioral issues, teachers should able to "plan, design, implement and monitor instruction,

making effective use of instructional time to maximize learning opportunities and provide access

to the curriculum for all students by removing barriers and providing access through instructional

strategies" (California Commission on Teaching Credentialing [CTC], 2016, p. 16). An effective

classroom management plan allows the classroom to run smoothly, and allows the teacher to

devote more time to instruction and less time to discipline.

A large part of classroom management is implementing negative consequences, as well as

positive reinforcement, to promote appropriate student behavior. Skinner explains that,

"punishable behavior can be minimized by creating circumstances in which it is not likely to

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occur" (Skinner, 1971, p. 64). If teachers prepare and implement an effective classroom

management plan, then the likelihood of misbehavior occurring is minimized. Students also need

positive reinforcement, which will promote good behavior and participation. Participation should

always be encouraged, but sometimes students do not feel comfortable enough within the

classroom to do so. TPE 4.7 states that teachers should, "plan instruction that promotes a range

of communication strategies and activity modes between teacher and students and among

students that encourage students participation in learning" (California Commission on Teaching

Credentialing [CTC], 2016, p. 16). When students want to participate, it means that they are

engaged in the lesson, and if students are engaged in learning, then they will not be misbehaving.

Students react to the environments that they are put in, and in a classroom they will often

model their behavior after their teacher. Students can discern more than expected from the

behavior of their teacher, including the teacher's morals, values, disposition, and character. The

ways that teachers interact with students and colleagues, react to adversity, and handle stressful

situations, model those behaviors for their students. Everything a teacher says or does in the

classroom is being watched, and students pick up more than we realize. Teachers are not only

responsible for teaching their content area, but they need to teach students the social and

emotional skills that they will need in order to collaborate effectively with their classmates and in

the work force after they graduate. Ryan and Bohlin state that "as teachers, we have to help our

students see that civility, courtesy and friendship matter" (Ryan & Bohlin, 1999, p. 10). We need

to talk about difficult situations, topics, feelings, and reactions that students will experience after

high school.

As teachers, we need to be aware of our responses and our actions, and we need to

continuously convey love and care toward our students. I believe that students will put more

effort into their work and try harder to succeed if they think that their teacher genuinely cares
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about them and their success. TPE 6 states expectations regarding professional development, and

TPE 6.2 states that teachers need to "exhibit positive dispositions of caring, support, acceptance,

and fairness toward all students and families, as well as toward their colleagues" (California

Commission on Teaching Credentialing [CTC], 2016, p. 19). Being constantly aware of our

disposition, regardless if it is consistent with internal feelings, will benefit relationships with

students, parents, and colleagues.

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References

Burden, P.R., & Byrd, D.M. (2016). Methods for effective teaching: Meeting the needs of all

students (7th ed.). New Jersey: Pearson Education, Inc.

California Commission on Teaching Credentialing (CTC). (2016). California Teaching

Performance Expectations, TPE 2-6, p. 13-20. (213, 416, 619)

Ryan, K., & Bohlin, K. (1999). Teachers in focus: Nurturing & Character. (p. 7-11).

Skinner, B.F. (1971). Punishment. In Beyond freedom and dignity (p. 60-82). New York, NY:

Alfred A. Knopt, Inc.