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Creating-a-Safe-Fair-Respectful-Learning-Environment.pptx
- 1. Creating a Safe, Fair,and Respectful Learning Environment Venie P. Pesito, PhD
- 2. "Ideal Classroom Community" 1.Divide theteachers into small groups of 4-5 individuals. 2.Provide each group with a large sheet of paper and markers. 3.Ask each group to brainstorm and draw a visual representation of their ideal classroom community, focusing on aspects such as communication, collaboration, respect, and safety. 4.Encourage creativity and detail in their drawings, allowing them to include specific examples or scenarios that illustrate their ideal environment. 5.After 15 minutes, have each group present their drawings to the whole group, explaining the elements they included and why they are important.
- 3. The educational setting shouldbe attractive, comfortable and well-kept so that students will feel that the classroom is a place worth being and they are worth the effort.
- 4. Components that helpto develop a safe and positive educational environment include: • Positive student-teacher relationships • A nurturing atmosphere • Clear and consistent expectations for behavior • Routines and rituals • Appropriate amounts of structure for specific situations/needs • Proactive intervention of problems
- 5. POSITIVE STUDENT-TEACHER RELATIONSHIPS A goodrelationship between a teacher and student forms the foundation for behavioral, social, and academic learning. This occurs as a result of unconditional acceptance of the student by the teacher.
- 6. Some characteristics ofa positive relationship are: • Teacher uses appropriate and natural voice tone and voice level while talking with the students in any circumstances • Teacher uses non- threatening body language
- 7. Characteristics of healthy relationshipinclude: • Respect • Recognition • Caring and support • Acceptance • Growth and learning • Empathy • Trust and confidentiality
- 8. The teacher providesan atmosphere of nurturing in group and individual settings during times when emotional support for the group/ individual is needed in a classroom. A NURTURING ATMOSPHERE
- 9. A nurturing teacherstrives to be accessible, empathic, supportive. The student must be “valued” as an individual for nurturing to be authentic. Praise, both verbal and physical, is one of the most natural expressions of approval, warmth, and acceptance. A NURTURING ATMOSPHERE
- 10. Structured behavioral programs requirethat a teacher relate with a student in specific, well defined ways. Essential skills that the teacher must call upon: clarity in communication, consistency in interaction with a student, proactive attitude toward treatment and behavior change. CLEAR AND CONSISTENT EXPECTATIONS OR BEHAVIOR
- 11. There are manyreasons students have difficulty understanding communication initiated by others, therefore for a teacher to be effective, it is crucial to be clear when communicating with students. Clear Communication
- 12. Consistency provides thestudents with a feeling of security and safety. It also guides behavior management. It is important for the students to know what to expect in various situations and also what to expect in the teacher-student relationship. Consistency
- 13. Expectations should betaught to the group and then restated whenever there is movement or change. These expectations serve as a reminder to the students of what their behavior should be in any given situation. Setting expectations
- 14. These help studentswith serious emotional disabilities feel more secure and allows them to predict what will happen during the day. Routines need to be taught in the same way that rules and procedures are taught. ROUTINES AND RITUALS
- 15. Students with behavioral- emotional disabilities usually require more structure than other students to feel secure and behave appropriately. This should be looked at individually. APPROPRIATE AMOUNTS OF STRUCTURE FOR SPECIFIC SITUATION/NEED
- 16. • Age andmaturity level • Recent behaviors • Student motivation level • Ability to perform a given task • Preparation to handle the social difficulty or stimulation of a situation. Factors to consider when determining the appropriate amount of structure include:
- 17. • Level ofadult supervision • Restrictiveness of movement • Number of choices the student can make • Objects available in the environment for use by the student, and • Specify rules Factors that affect the level of structure include:
- 18. The structure ofthe educational environment can decrease frustrations, anxiety, and inappropriate behaviors. It is important to address behaviors as early as possible and work proactively at preventing crisis situations. PROACTIVE INTERVENTION OF PROBLEMS IN THE ENVIRONMENT
- 19. When scheduling forthe day, it is helpful to consider the difficulty of each activity for the students as a group and individually. It is important to plan when a student will be working on an activity that id difficult for him/her and prepare for the situation. “A student must not be overloaded with more stress than he/she can handle at one time.” Scheduling difficult activities
- 20. Helping the studentsidentify an appropriate and realistic personal goal is one way to work on a problem before it happens. It should be worded so that the student is able to state the goal and will understand fully what s/he is working toward. This gives the student and the teacher a concrete and specific way of communicating about a problem. Student Goal
- 21.
Editor's Notes
- #2 Today, we're here to discuss a topic that lies at the heart of effective teaching and learning: Creating a Safe, Fair, and Respectful Learning Environment. As educators, we have a responsibility not only to impart knowledge but also to foster an environment where every student feels valued, respected, and safe. This is crucial not just for their academic success but also for their overall well-being. Safety: Safety goes beyond physical safety; it encompasses emotional and psychological safety as well. Students should feel secure in expressing their thoughts and ideas without fear of ridicule or judgment. This requires us to create an atmosphere of trust and empathy. Fairness: Fairness is about ensuring that every student has an equal opportunity to learn and succeed. It means being consistent in our expectations and treatment of students, regardless of their background or circumstances. Fairness also involves addressing any biases or prejudices that may exist in our own attitudes and actions. Respect: Respect is the foundation of any healthy learning environment. It means treating each student as a unique individual with their own strengths, challenges, and perspectives. It also means teaching students to respect themselves, their peers, and the learning process itself.
- #4 "The physical environment of the classroom plays a crucial role in shaping students' attitudes towards learning. An attractive, comfortable, and well-kept classroom sends a powerful message to students that their learning space is a place of value and worth. When students walk into a classroom that is inviting and well-maintained, they are more likely to feel motivated and engaged in their learning. An attractive classroom can stimulate curiosity and creativity, creating a positive learning atmosphere. Comfortable seating and adequate lighting can enhance students' physical comfort, allowing them to focus better on their tasks. A well-kept classroom, free of clutter and distractions, can promote a sense of order and calmness, which is conducive to learning.
- #6 "Positive student-teacher relationships are foundational to creating a safe, secure, and respectful learning environment. When students feel valued, respected, and supported by their teachers, they are more likely to engage in learning and exhibit positive behavior. Teachers can foster positive relationships with students by showing empathy, building trust, and demonstrating care and concern for their well-being.
- #7 Teacher Uses Appropriate and Natural Voice Tone and Level: Teachers who use an appropriate and natural voice tone and level when talking to students can convey warmth, respect, and understanding. This helps create a positive and supportive learning environment where students feel valued and listened to. Teacher Uses Non-Threatening Body Language: Non-threatening body language, such as open gestures, friendly facial expressions, and relaxed posture, can help build trust and rapport with students. Teachers who use non-threatening body language are more likely to create a safe and welcoming atmosphere where students feel comfortable expressing themselves.
- #8 Respect: Respect is foundational in any healthy relationship. Teachers who respect their students' thoughts, opinions, and feelings create an environment where students feel valued and empowered. Recognition: Recognizing students' achievements, efforts, and unique qualities helps build their self-esteem and motivates them to succeed. Caring and Support: Showing genuine care and providing support to students during challenging times can help them feel understood and encouraged. Acceptance: Accepting students for who they are, without judgment or prejudice, creates a safe and inclusive environment where everyone feels they belong. Growth and Learning: Encouraging and facilitating students' personal and academic growth demonstrates a commitment to their development. Empathy: Understanding and empathizing with students' emotions and experiences helps build trust and connection. Trust and Confidentiality: Building trust with students by maintaining confidentiality and keeping promises fosters a sense of security and respect.
- #9 A nurturing atmosphere is essential for students to feel safe and supported in their learning. This includes creating a classroom environment where students feel comfortable expressing themselves, taking risks, and making mistakes. Teachers can create a nurturing atmosphere by being approachable, supportive, and responsive to students' needs.
- #11 Clear and consistent expectations for behavior help establish a sense of order and predictability in the classroom. When students know what is expected of them, they are more likely to behave in accordance with those expectations. Teachers should communicate expectations clearly and consistently enforce them.
- #15 Routines and rituals can help create a sense of stability and security for students. Establishing regular routines for tasks such as entering the classroom, transitioning between activities, and ending the day can help students feel more comfortable and confident in their environment.
- #16 Appropriate amounts of structure for specific situations and needs are important for maintaining a positive learning environment. While some situations may require a high level of structure and supervision, others may benefit from more flexibility and autonomy. Teachers should adapt their approach to meet the specific needs of their students and the situation.
- #17 Age and Maturity Level: Younger students and students with lower maturity levels may require more structure to help them stay focused and on task. Older students and those with higher maturity levels may benefit from more flexibility and autonomy. Recent Behaviors: Recent behaviors can provide insights into students' current needs and behaviors. Teachers should consider recent behaviors when determining the amount of structure needed to address specific issues or challenges. Student Motivation Level: Students' motivation levels can impact their ability to work independently and follow classroom expectations. Teachers should consider students' motivation levels when determining the level of structure needed to keep them engaged and motivated. Ability to Perform a Given Task: Students' ability to perform a given task should also be considered when determining the amount of structure needed. Students who struggle with a task may benefit from more guidance and support. Preparation to Handle Social Difficulty or Stimulation: Some students may have difficulty handling social situations or stimuli in the classroom. Teachers should consider students' readiness and preparation to handle these situations when determining the amount of structure needed.
- #18 Level of Adult Supervision: The amount of adult supervision in the classroom can influence the level of structure needed. A higher level of supervision may be required in situations where students need more guidance and support. Restrictiveness of Movement: The extent to which students are allowed to move freely in the classroom can affect the level of structure. In some cases, a more structured environment with limited movement may be necessary to maintain order and focus. Number of Choices the Student Can Make: The number of choices students are allowed to make can impact the level of structure. A more structured environment may limit choices to help students stay on task, while a less structured environment may allow for more autonomy and decision-making. Objects Available in the Environment for Use by the Student: The availability of objects and materials in the classroom can influence the level of structure. A classroom with fewer objects may require more structure to prevent distractions and maintain focus. Specify Rules: Clear and specific rules help establish expectations and boundaries in the classroom. Having well-defined rules can reduce confusion and create a more structured environment.
- #19 Proactive intervention of problems is key to maintaining a positive learning environment. Teachers should address behavior issues promptly and constructively, using positive reinforcement and appropriate consequences when necessary. By addressing problems proactively, teachers can prevent escalation and maintain a positive classroom atmosphere."