Cultivating Positive Classroom Cultures

Critical components to creating a positive classroom culture

Although a classroom environment and culture cannot be complete controlled, however, there are things that can be done to help make it a positive environment. After talking to one of my colleagues Mrs. Rawhoof, who teaches 5^th grade, we discussed several factors that are important to creating a positive classroom culture for students. It is important to make sure the classroom environments works for all that are involved teachers, students and parents. Often as educators, we tend to create classroom environments that work for us a teachers but not meet the needs of the students. For example, to start a child’s day it is important to make sure you greet each student as they in to the classroom and ensure they fell welcome in the classroom. It is important to set routines for children because many kids need structure and routines.

Build meaningful relationships with the children and the families

One way that she build meaningful relationships with her students is she shares her life with them and allows them to share their lives with her. Every Monday she does share our weekends, where each student get a few minutes to share how they spent their weekends. This allows for students to get to know each other and feel part of the classroom. Also, she attends sports events that students are involved in. She also shares her personal cell phone number with parents to allow them to let them know that she is available to them and has a an open line of communication.

Unique approaches to building a positive classroom culture

Fifth graders are a special group of students they are finding themselves and starting to enter into puberty. They are very social and need a lot of social interactions with peers and adults. At the age it is important to never act inappropriately towards them or their actions. It is important to make sure that one does not embarrass students this age in front of other students. She feels it is important to build a strong relationship through guidance and nurturing.

What challenges did the teacher face?

In this particular classroom, it is has mix of students from IEP, EIP, ESOL, and grade level students. However, majority of the students did have IEP’s and it makes building a positive culture a little more difficult. The main issues was that majority of the students had variety of personalities (immature, behaviors issues, emotional issues or constant need for attention) and they did not mesh well. With that being said, it can be very difficult to manage a classroom with such a wide variety of issues. Despite all the challenges that Mrs. Rawhoof’s faces as a teacher, she still believes that it is important to encourage her students so they do not give up. According to

Cultural considerations

Majority of Mrs. Rawhoof’s class is African American and in the middle class to lower middle class range. She feels that it is important that the students learn about one another in order to set the tone of respect in her classroom. Also, that they share their various cultural experiences whenever they can in order to build a level of respect for cultural differences.  According to DiTullio (2014), “Human nature is predictable. We’re less likely to be hurtful to people we know and view as friends than people with whom we are only vaguely acquainted” (p.38).  Making sure that students are actively listening to one another during this time as well.   

 

Improving this positive classroom culture

            Research has shown that children who have positive academic experiences ted to have better academic outcomes.  It is important that students feel that they can trust their teacher and peers in the classroom. According to Ditullio (2014), “Educators should consider several important factors when designing a classroom that promotes resiliency development. These factors include having students develop trusting relationships with one another and adults, building competence, building confidence, creating opportunities for risk taking, and creating engaging learning experiences that challenge students to think and problem solve” (p.36). Provide a safe, positive environment not only encourages students to grow, but also be academically successful. Building positive relationships are essential to creating a positive classroom culture. As noted in DiTullio (2014), “Teachers may believe that this is a waste of precious teaching time, but taking time to develop these relationships is essential to creating an environment where students are comfortable working together, taking risks, and engaging in challenging learning experiences (p.38).

 

DiTullio, G. (2014). Classroom Culture Promotes Academic Resiliency. Phi Delta Kappan, 96(2), 37