M4 U1 Activity 1: Introduction to Classroom Climate
Project Description
Overview Managing the learning environment starts with building a classroom climate and culture conducive to student learning and achievement. Classroom or school climate is a combination of numerous elements including teaching practices; respect for diversity; and relationships among administrators, teachers, families, and students. Classroom or school culture refers to the way teachers and staff work together and the beliefs, values, and assumptions they share. Performance outcomes
Candidates review the characteristics of a positive classroom climate for a physical and an online lesson
What will you do?
In the Virtual Classroom, discuss with your cohort and instructor the factors that contribute to a positive school and classroom climate based on your own classroom experiences as a student or a teacher.
Watch two lesson videos of a physical and online lesson respectively on the Submission page of this activity. Annotate each video by stopping at specific times when you notice a strategy related to classroom climate and culture. Reflect on what the teacher is doing in the video and analyze its effectiveness.
Explain if and how you would use the teacher’s strategies in your classroom.
Identify how the teacher is building a community of learners.
In a summary comment at the end of each video, evaluate the overall classroom climate and culture and explain the teacher’s role. Include any specific recommendations you would make.
Report requirements
Video annotations on building a community of learners and a positive classroom climate
(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)
Video 1 : physical lesson
My Work (Annotation)
00:43 The teacher is stood up and is proactive to greet students as they enter the class. The cheery ‘good morning’ and questions about how students are doing are respectful and endearing. However, a bit more smile, energy, more vocal posture will be even better. The influence of teachers' nonverbal behaviors (such as facial expression, tone of voice, and body language) will affect students' feelings and performance. For younger students, I would try to be more fun, and energetic, even use a method that students can choose their way to greet from pictures, such as a hug, shake hand, high five, or fist bump. Instructor's Feedback: This creates "respect and rapport" Standard 2! Great suggestion.
01:31 Gives positive feedback in some instances, this will help to develop intrinsic motivation as it helps the students feel good about themselves.
Instructor's Feedback: Positive feedback is great, and meets Standard 1 and 2, but meaningful feedback meets Standard 6. ;-)
01:52 Refers to exit ticket given to students at end of the previous class and goes over mistakes. He checks with one student but moves on quickly before fielding the question to the rest of the class, though the student who was originally asked is able to answer. He has attempted to encourage students to participate, however, he is not doing so effectively. It would be helpful if he gives students enough time to answer or made questions easy to answer, such as the open questions or the opposite questions like “How do you think about this” or “who doesn't remember this..”, and encourage other classmates to be little helper while someone is not able to answer. Instructor's Feedback: Great example of Standard 6, assessment, AND I agree there is a bit of a blunder here in terms of Standard 1 and 2. 03:18 He is initially happy for students to answer freely, which does help create a more relaxed environment but is quick to remind students to raise their hands when more than one student begins speaking at once. 03:45 Makes expectations clear by telling students what kind of activities they will be doing, and what kind of materials they will need. 04:28 ‘Right so you understand what you are going to do for the first ten minutes?’ - students are not totally clear about the instructions for the task, and have to ask if they are working alone or together. The teacher could have set a routine and made this clearer. Instructor's Feedback: I agree! 06:20 We can see he arrange the amount of collaboration in his class. And It can build students' cohesiveness during the progress of collaboration and involvement. Instructor's Feedback: Standard 3, collaboration. 06:47 I like the teacher who tries to encourage the girl to stop work and listen to other students’ feedback respectfully. During the whole class, he kept a respectful tone of voice and tried to increase student cohesiveness and involvement. I can see him as a role model who respects students. However, he tells the group of girls 3 times to stop writing and listen to the other student sharing their ideas. I think using a tool or action may help, like setting a timer and asking them to hand up. Personally, I even use a screaming chicken to remind times up or get attention in a big class, it’s much more fun and also can protect my throat. Instructor's Feedback: Yes, this reminder of norms meets Standard 3. 08:25 Rearranges groups at 7:20 so that one student isn’t left alone. (9:29) He breaks the groups up into new mixed gender, at first students may feel awkward, but it should also help to get them out of their comfort zone, increase student cohesiveness, and more focused on the task. 14:48 SUMMARY: The teacher is respectful and polite to students all the time, he did a very good job of being a role model in the class by keeping calm, and polite. In his class, we see students feel relaxed, safe, and emotionally connected to their teachers and each other. Also, the students feel confident to ask questions. He personally shows the students how he wishes the students to treat others in his class. And this is also something that I would like to improve in my classes, being calm all the time no matter what happens. Suggestion:
1.Class routine: The class was a bit chaotic, It would be helpful if he had set a strong routine and announced upcoming schedules or activities on the board. 2.Classroom environment: Creating a good classroom environment where teaching and learning could be much more enhanced. However, I didn’t see much about this part. To create a positive learning environment including seating plans, classroom set-up, and creating a positive emotional environment.
3. Physical movement as a central element: Most activities are all done while sitting down, I would suggest adding some activities with physical movement, this will especially benefit the younger learner. such as gallery walk, seating as standing, stick the answers on the wall and let them find the match in time.
Instructor's Feedback: Great suggestions.
Video 2 : Online lesson
My Work (Annotation)
00:24 Greets each student with their name a good morning. Make students feel they are important, respected, and valued. Shows concern for students, and uses friendly personable language (are you okay buddy?) Instructor's Feedback: Meets standards 1-3. 01:44 Christina are you there? Is there a problem? - Instead of forceful ways to give a request directly, he deals with the issue of no webcam indirectly. So that students don’t feel forced and stressed which I could learn about. 02:08 2:03 - Outlines a clear structure (I am going to tell you exactly what to do). 2:54 - “if you don’t know what that is, that’s fine” - He reassures students and builds confidence, no one is perfect, so it’s fine to make mistakes. Learning from mistakes is one of the important ways to build a growth mindset. Instructor's Feedback: Yes, standard 2! 03:16 Instructions are given slowly and clearly, with emphasis on certain words. 04:02 Clearly a good classroom environment and students feel comfortable speaking up, even without visual cues (generally Asian classrooms are teacher-centered and quiet, students are scared or don’t know how to share their opinion.) Instructor's Feedback: I agree, it is evident that there are good norms, Standard 3. 05:12 More clear instructions, with visual aids on the screen, also some hand gestures, e.g., one, two… pick out… - this helps guide the students and keep them focused. Instructor's Feedback: Multiple representations of information meets Standard 4. 08:31 The teacher is giving more good instructions, but there is too much for students to take in - should be broken up or presented in a different way. Instructor's Feedback: Great suggestion. 09:50 Instead of being pushy. I love that he admires and builds confidence while inviting students to do the presentation ‘I know you are good at youtube…’ so students would eager to perform well. 12:23 Reassures students again “don’t worry this is going to be fun” - notices when a student looks stressed but doesn’t bring attention to it. Instructor's Feedback: Good notice! 14:16 SUMMARY: The teacher’s main strength is his calm, respectful, and friendly style of speech. The students are constantly reassured, and it’s clear they are comfortable and willing to participate as a result. He speaks at a slow but steady pace, he emphasizes words well, and he also uses useful hand gestures throughout. This really helps to bridge the distance created by teaching online. My only criticism would be that some of his instructions were quite long, and there were periods when he was speaking to the students for a long time, only to ask questions at the end, though it may have been difficult for the students to fully comprehend all of these instructions, and feel bored or distracted. Suggestion: Instead of spending a long time explaining how to do the project, I would suggest just letting the students start the work directly after the main instructions without explaining the details, then discussing and giving feedback on the advantages, disadvantages, and improvements from the results. Students are welcome to add new ideas and redo the work afterward. This will be more engaged and impressive.
Instructor's Feedback: I agree!
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