# data[].attributes.headline
10. CREATING AN ACCEPTING AND SUPPORTIVE CLASSROOM ENVIRONMENT

# data[].attributes.subject
10. CREATING AN ACCEPTING AND SUPPORTIVE CLASSROOM ENVIRONMENT

# data[].attributes.body
This may seem obvious, but it is the most forgotten and looked over. Creating a space where all students feel welcomed, safe, and supported will ensure a classroom where all students thrive and achieve great things. Making all students feel respected and helping them learn through their own unique styles is key.
https://www.edutopia.org/blog/building-positive-trusting-classroom-jose-vilson

# data[].attributes.attachment_link.readable_text
Photo credit: hdurnin via flickr (CC BY-NC-SA 2.0)

Believe it or not, I had a bit of a freak-out before the first day of school. All summer, I had prepared my curriculum, re-thought my lesson plans, reflected on the energies I would put out to my students, and got plenty of professional development (specifically in science and math integration). Yet, a few hours before I went to bed, I posted on Facebook, "Always nervous about the first day of school with the students. Not because I'm scared of them, but because I want to do right by them." Despite my best efforts, I always feel like I can do better. Then, on the first day, I received a text message from one of my former students saying how much she missed her teachers -- including me.

This reminded me that, despite some of my mistakes, I did a few things well last year, and these strengths continue to be the signature I leave on every class of students. Most teachers I know want to have a positive relationship with their students, but often don't know how, or believe that silence and obedience mean they're learning. Building a relationship means that you've opened a door for them to learn, making them receptive to what you have to say and giving them confidence to contribute as well.

Here are some positive trends that I've noticed:

1) Rarely Use the Word "Wrong"

Students need to know that you're not going to press a buzzer every time they make a comment or ask a question, no matter how ridiculous. Starting the year off by accepting their errors and misgivings means that you get to know them and their style of learning. Also, you get to show them the way you'll respond to questions for the rest of the year. The word "wrong" in a classroom is similar to the phrase "You can't do that" in improv. It's a non-starter and often inhibits further participation. We have so many ways to say that an answer is incorrect without using the word that keep students thinking, "I might as well not."

2) Take Arguments Outside

We as teachers have nothing to gain and everything to lose by going back and forth in an argument with a student in class. Even in extreme situations, having a tit-for-tat with a student for longer than a few seconds looks worse for us as adults than it does for the student. Instead, pull the student aside or outside and have the dispute there. Then, when pulled outside, let them voice their grievance. We often have no idea why they acted as they did, or if we were wrong. Once they've voiced their problem, reply with a firm and affirmative reminder of the procedure for proper classroom behavior. Once they've calmed down, let them return to the classroom, give them space, and resume your teaching.

3) On-the-Spot Affirmation Works, Too

Most people who do professional development these days tell you not to give outright positive feedback, and to an extent, I agree. No teacher wants a student who constantly needs affirmation, because they never build self-sufficiency that way. Thus, we are asked to just give a quick nod, or a statement like, "You're on the right track." Yet every so often, when a child has had a bad stretch, or has dug themselves deep into a hole of frustration, a quick "Yes, that's exactly right" or a pat on the back will return the student to the right frame of mind. As teachers, we have to read the student to know if he or she needs that extra jolt. The times I've used it with my class, it has the effect of an espresso in the morning. I'll take that.

Much of what I do as a teacher aligns with my core beliefs about how schools should function, and with my own classroom management style. You may have more suggestions for building such an environment, and you should. We as educators can do better, specifically for students who already feel like school has nothing to offer them. The best way to do that starts with the relationships with the young people we serve daily.

# data[].attributes.attachment_link.title
Building a Positive, Trusting Classroom Environment | Edutopia

# data[].attributes.attachment_link.description
Photo credit: hdurnin via flickr (CC BY-NC-SA 2.0) Believe it or not, I had a bit of a freak-out before the first day of school. All summer, I had prepared my curriculum, re-thought my lesson plans, reflected on the energies I would put out to my students, and got plenty of professional development (specifically in science and math integration).

# data[].attributes.body
PBL is vital in a MM of engagement class

# data[].attributes.headline
8. Different Strategies to Help Difficulty Subjects like MATH!

# data[].attributes.subject
8. Different Strategies to Help Difficulty Subjects like MATH!

# data[].attributes.body
https://www.teachingchannel.org/videos/ups-problem-solving-strategy

# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Thought starters

1. How does the U-P-S process foster productive collaboration?

2. What can you learn from Ms. Mickle about using writing in the math classroom?

3. How does Ms. Mickle help students learn skills for success?

School Details

Cedar Hill High School
1 Longhorn Boulevard
Cedar Hill TX 75104

Data Provided By:

Teachers

# data[].attributes.attachment_link.title
Using U-P-S to Collaborate and Solve Problems

# data[].attributes.attachment_link.description
TeRaze Mickle teaches her high school students to collaborate and solve geometry problems using the U-P-S strategy. TeRaze begins by reviewing the REMDAS process and having her students complete a warm-up activity. The class reviews the U-P-S process and works in groups to collaboratively solve geometry problems. At the end of class students write about what they learned and present their work to the class.

# data[].attributes.body
It is always important to make all students feel like their culture is important.

# data[].attributes.body
Providing students the option to choose which activity or tasks that he/she wants to engage in for a certain period of the day is vital to keeping all children engaged. It gives to option to work with others, read silently, do research, edit old work, etc.

# data[].attributes.body
Implement fun innovative tasks for students to complete and help engage all different types of learners with a fun software such as the Book Creator App
https://itunes.apple.com/app/book-creator-for-ipad/id442378070

# data[].attributes.attachment_link.description
Read reviews, compare customer ratings, see screenshots, and learn more about Book Creator for iPad. Download Book Creator for iPad and enjoy it on your iPhone, iPad, and iPod touch.

# data[].attributes.body
Implementing any active learning strategies will be beneficial to engaging the variety of learners in your classroom.

# data[].attributes.body
Creating online surveys within the your classroom and allowing students to have a decision in certain activities and assignments that they will complete will be helpful in producing good outcomes in students performance.
And course evaluations will allow students to inform you how much they liked or dislikes certain things about the course.
https://play.google.com/store/apps/details?id=com.surveymonkey&hl=en

# data[].attributes.attachment_link.description
Take the world's leading survey platform with you wherever you go!

# data[].attributes.body
Children like to be leaders and in charge, especially when it comes to themselves. Creating Autonomy in the classroom provides feedback to students and make them feel in charge of their own decisions in the classroom and their work.

# data[].attributes.body
Scaffolding can be extremely useful in the classroom by offering multiple resources and different academic levels to meet specific need of each child. Here is an amazing article that discusses this:

# data[].attributes.attachment_link.title
6 Scaffolding Strategies to Use With Your Students

# data[].attributes.attachment_link.description
Support every student by breaking learning up into chunks and providing a concrete structure for each.

# data[].attributes.headline
Principle III of UDL is Multiple Means of Engagement. 

# data[].attributes.subject
Principle III of UDL is Multiple Means of Engagement. 

# data[].attributes.body
There is no one concrete way of engagement that is satisfactory to all learners. Providing multiple means of engagement to students increases the potential of learning for each student.