Cultivating a healthy classroom

Teaching Pre K-8, Aug/Sep 2001 by Glazer, Susan Mandel

Susan Mandel Glazer on Issues in Literacy and Learning

Do you speak to students as you would like to be spoken to?

As I passed a teachers room last May, I overheard, I hope I get a good class this year. I ve also heard, Thank goodness I got this good class. I usually get the bad kids. From years of experience, I know that the good class are those children who learn without needing guidance, who are well-behaved and those who learn in spite of a teacher s abilities (or lack of them) to facilitate learning.

Good vs. bad

I have problems hearing these statements. The good kids are generally able to solve problems independently. When they need teacher guidance, they know what to ask, and when.

The bad kids need you, the competent teachers, because they don t learn easily. Good teachers provide strategies for children to get and keep information recorded in their minds. You find alternafive learning tools, including the use of audio tapes, computers and other learning strategies.

Those of you who read professional publications are the good teachers who ask questions and seek guidance for the sake of the children. Your responsibilities are great and your salaries ungrateful. Often you strive to learn more about required instructional programs. Guidance for using programs is usually provided, yet the impositions on children and teacher often cause emotional ill health. As professionals we are seldom, if ever, guided in dealing with emotional problems. Although emotional ill health is more difficult to address than instruction, without guidance our best efforts to create healthy climates for learning may not be enough.

Reprimands

Healthy oral, facial and body expressions set the tone that facilitates emotionally stable and eager learners. Though I abhor sharing negative ideas, I will do so since recognizing inappropriate language may guide you to become aware of other equally detrimental actions.

Many adults speak to children using language they d never tolerate themselves. The following is a discussion of three common kinds of intolerable language behaviors: reprimands, editorial comments and inappropriate praise. In this column we 11 discuss reprimands and leave the other intolerable language behaviors to subsequent issues.

Constructive guidance

You must be consistent in order to provide appropriate child guidance when visitors are and are not in the room. Visitors need to know that you are nice, but the children must believe it in order to bust you and learn. Do you know that while young children can be directed to behave in specific ways, they don't understand what the behavior means until they have prior experiences about the actions?

To guide them, I suggest you role play the desired behavior before the activity. Act out, for example, the proper auditorium behavior. Role play people who might be shy, silly, anxious, etc. on stage. Ask the kids, "What did you all do that was great?" and write their responses on the board.

Immediately before a special activity gather the children and say, "Let's review what you are supposed to do when the assembly begins." Accept all appropriate responses and prompt children to talk out loud together so they cannot be incorrect. Repeat each idea twice and say, "Let's repeat Tiesha's suggestion so we'll remember it." Be sure not to accept inappropriate ideas - in response to these, tell the children, "That idea is inappropriate for (name of activity)."

Helping children to act appropriately should happen quietly and individually. Instead of flicking the lights or using verbal group attention-getting tactics ("Somebody's not paying attention"), you need to re-direct children to engage in appropriate activities rather than telling them what they do wrong.

Draving up a contract

Create a list of things (often called "a contract") that the children are expected to accomplish. This "contract" can encompass one activity or a week of projects. You determine the number of activities and time period in which they are to be accomplished, based on each child's ability to manage time. When a child is off task, move close to her and say, "Jennifer, look at your contract so that you can remember what you are supposed to be doing right now." If the child is stumped, tell them what he or she is supposed to do and have him or her repeat it with you. Carry out the use of contracts or lists in a nurturing manner. This will simultaneously redirect children's attention to task and help to build their self-esteem.

Time management strategies

The specific reasons) for not completing tasks must be identified so that you don't overlook learning problems or disabilities. Speed and the ability to solve academic problems are not usually related. Provide the child with time management strategies (these are only a few of those that work) which might include:

* using a timer so the child is able to gain control of passing time.

* creating a signal for the student to inform him or her of "time spent" versus "time left."

* providing smaller units of work in regularly scheduled time periods.