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This is something that I have only tried once, but would like to keep adjusting and trying for each class I teach. It is so easy for students to get caught up on the “right answer” and getting good marks on their report cards. It shocks me how even in our earliest grades, students can be so concerned about getting As on their report cards, when in fact, they should only be focused on their learning. That of course, requires unlearning, even at a young age. There is no learning without mistakes or failure. We want the learning environment to be safe for those mistakes and failures. That means that we have to learn to welcome them. What better way to feel more comfortable about learning from our mistakes than to show off some of the best mistakes from which we have learned? I don’t want students to feel ashamed of their learning process - everyone’s path is different, and each should be celebrated. If we’re only showcasing level 4 work, we’re telling our students that that is the only thing worth celebrating. As a result, we will see students avoid taking risks for fear of getting things wrong. A classroom needs to be a safe place to try new things without being worried about making mistakes.

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Students should see themselves reflected in their learning environment. That means that more just fluff and decorations, we should be showcasing the learning demonstrated by our kids. Wherever possible, I also like to give students the opportunity to choose what they want to show off on the walls. Seeing our learning around us helps students see that we are not just focused on their marks and grades and report cards. We should be seeing our learning all around us - and by showing off work from different students, we can hopefully see different ways of thinking. This also helps students learn from each other, kind of like a gallery walk installation on the walls. Seeing their own products also instills a sense of pride within our students, and this is especially beneficial for those who don’t yet see themselves as “math people.”

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This year, I’ve encouraged my students to take brain and body breaks in their own time. To help, I include a brain and body break choice board regularly. This is to alleviate some of the stress on their eyes and the rest of their bodies and emotional states from being online for so long. If that’s an option available to my students virtually, there really is no reason for it to not be available to students in the physical classroom as well. Sitting on the carpet, or at their desks and tables for long periods of time is not any healthier. Our kids need to take breaks, and part of their self regulation growth is knowing when to do so. We know that math in particular, can cause anxiety and stress for many students, and such an area could really help reset their focus and perspectives. Including some math based exercises (which are fun) may also help take away the seriousness some students feel when they see math.

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If an ideal learning environment for my students means allowing for choice, then I would also like to give them the opportunity to work with others whenever possible (there are always going to be things they also need to do independently). If during an activity, where there is flexibility, or they feel like they need to change their space from their normal desk arrangement, then an area where they could go with partners would be great. Ideally, this place would have a variety of seating options as well - including standing space. I know that different students, and different adults of course, work best in different circumstances, and accommodating for that would help students focus on their learning goals.  This may be an area where students go for a short moment, just to talk something out with a peer, or somewhere they spend more time to finish a longer activity together - but I would love to have such a space in the learning environment.

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I think any classroom, regardless of the subject being taught in that room should have a comfortable area where students can read independently or listen to others read, because as we’ve discussed in this course, cross curricular connections have many benefits. With regards to an ideal learning environment for my math program, there is ample evidence that teaching math through stories and books can help students with math anxiety. I would also want to ensure that the “nook” felt cozy and comfortable - something designed with my students, ideally. This could be somewhere students choose to go by themselves, with a friend, or even with older students who are invited as learning buddies. I would love for this nook to be somewhere students went without specific direction from any teacher, but something they took ownership of.

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For any type of learning environment, it’s important to build relationships. That’s obviously critical for the teacher and students, but also for students with their peers. In an ideal math learning environment, our kids are comfortable and there are no external factors that make them avoid taking risks and trying new things. I want my kids to feel that that classroom is a home away from home in a way. Having a class tree with their photos and anything important they want to showcase about themselves gives them a way to make the classroom more than just another room with desks. This class tree would be one of many things that they would have control over and it would hopefully contribute to the feeling of ownership in the classroom and help to make them feel like a part of a learning community.

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Learning vocabulary is a big part of pretty much every subject area, and math is no exception. Communicating, representing, reasoning and proving, are just some examples of processes which require a knowledge of the vocabulary. Seeing the words on a wall, with images or examples will also help students who are visual learners, or even students with dyscalculia. Like we talked about when discussing UDL, if we are removing barriers to help those “in the margins,” then we end up helping all of our students. A word wall, along with teaching math through stories and books, also helps encourage cross curricular learning and connections.

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I have always had some mindfulness tools, such as glitter jars and fidget toys in my primary classrooms, and have been spending a lot of time this year, working on mindfulness strategies and talking about emotions with my students. I have yet to teach a junior class, but I would definitely like to incorporate more tools that help with emotional regulation with any class, including an intermediate one. Self and emotional regulation, and mental health were becoming increasingly important in the classroom even before the pandemic but I think this year has really highlighted how very crucial it is to teach children tools to deal with their emotions. With my virtual classroom, I encourage my students to take little breaks and practice breathing exercises, as well as use other strategies that we learn together whenever they feel it is needed. I would like to extend that practice into a bricks and mortar classroom as well, because the learning environment needs to feel safe and comfortable for our students.