Teacher Candidate
SAFE LEARNING ENVIRONMENT
CAP Element 4
CAP Element Description
Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.
Overview
The environment of a classroom can determine the success or failure of a student. Since affective filters are proven to hold students back from learning, the mix of emotions students feel on any given day in my classroom will determine their success. With so many personal battles which feel insurmountable from the teenage perspective, each student needs support and stability in their educational environment. I have had many students in my class share with me their struggles, most times without me expecting such divulgence. Some students have even started crying or had panic attacks in my classroom because of other circumstances or situations in their lives. I mitigate the emotional overload of my students as a teenager transitioning into high school by making my classroom a safe and respectful place with rules and regulations.
My Classroom Rules
The rules of my classroom are generally filtered down to respect. Mutual respect of students and of teacher and students provides the backbone of my classroom functioning. Students speak kindly and inclusively, respect physical appearances and spaces, and try with their best effort. When something violates these rules in my class, I am quick to call out misbehavior or guide ignorance or unintended disrespect to align with my classroom values. Silence, and knowing glances with my students have been simple but effective strategies for my classroom management. At the beginning of the year, my mentor teacher and I distributed a syllabus with class rules for students to bring home for parents to sign. Clear expectations from the beginning of the year supported our student’s behavior in our classroom.
Difficulty Enforcing Rules
One simple rule in theory, but much harder in practice, is one that I have struggled most with to manage in my learning environment. In my classroom I emphasize, “One person speaks at a time, so everyone will be listening with respect.” Of course, ninth grade students can all agree that what they have to say is most certainly more important than what their neighbor may have to say. One student in one of my honors classes has a serious case of impulse control. She is unaware of her surroundings and speaks out. I have worked each day with her to make progress towards her respect of other students. For example in my lessons, when someone else was answering a question, she would shout out without raising her hand. Each time she did this, I made direct eye contact and raise my hand up as a reminder of the behavior I expect. She has been responsive to this and has never been discouraged to speak in my classroom either. The key thing I wanted to avoid when trying to adjust this behavior was to prevent her from shouting out while reinforcing the importance of participating. I wanted my students to understand that each of them had an important voice in my classroom that would be heard in their own turn.
Mentor Experience as a Teacher
Due to my experience as a mentor at WPI for first year students, I have learned many strategies and encountered a variety of situations involving my students’ personal issues. From break-ups to death in the family to issues with other students, there have been many struggles I assisted my students with to cope and grow. As a teacher, it has been no different. My students bring extremely diverse backgrounds into one classroom, and each one of them has personal conflicts which may or may not appear to me in every class. To support my students, I am understanding and flexible. I make it clear in every class that I want my students to succeed, and as their teacher, I hold part of the responsibility of making sure they learn what they need to pass the MCAs and for their life experiences.
How I created a safe environment:
Student Story
On the day of the chemistry test in my class, one of my students who I'll call Jane looked visibly distraught. I noticed her eyes were red and she kept wiping her nose, so I knew she must be upset. I made eye contact with Jane while she was taking the test, and she shook her head at me as if to say, "I can't do this." I knew that Jane often helped other students to understand difficult biology concepts and everyone asked her for the answers to their questions during their study period. However for some reason today was not a good day for her.
I circulated the room as I usually do during tests to see if anyone had any questions. I walked up to each student to see the progress they made, and to offer some guidance on specific questions. Jane however had only gotten through the first page of the test when most other students completed the whole exam. I went up to her and told her to take her time, and I told her that all she has to do is try her best in this moment in time.
After the other students left to go to lunch like everyday at the end of this period, Jane stayed back in my class with me after asking to have a break from being around people for a little while. She started to cry more, and her breathing was heavy. She told me that she was having a panic attack before this test.
I had to encourage her and console her in this moment. I took the test from her and showed her all of the things she definitely knew. I gave her a few hints, and had her finish one last question before I asked her what was going on and what had her so nervous for the test. She revealed to me that one of her family members had a sudden illness, and described to me that her family life had become completely different in the past 24 hours. I listened to her without responding for a moment. I then said "I'm so sorry. You are a great student, and this moment does not reflect on your true abilities. I am always here for you as a teacher and as someone you can trust will help you through anything."
Once she was composed, I provided her a different multiple choice option for the test. I let her take the test home to complete on her own time and bring in the next day. I knew that the best way to show her knowledge was by giving her another opportunity.
Jane has always had anxiety surrounding tests in my classroom, but has made tremendous growth because of the conversations I have had with her. While she was taking another test in my class, I noticed she was getting nervous about her grade before she even read a question fully. I told her "Try your best by forgetting about grades as you do your work. If you let your mind be full of stress about grades, you won't be able to think of the answer you need." I saw something resonate with her in this moment.
With my continuous support as a teacher and a figure in Jane's life who genuinely wants to find the best ways she can succeed, I have been able to see her grow into more confidence in my classroom.