Teachers face diverse challenges every day, from ensuring class activities adequately meet state standards to adapting lesson plans to accommodate an altered school schedule. It seems every day is an adventure, and teachers must learn to multi-task every step of the way. In the flurry of daily activity, however, teachers might forget to consider students’ perspectives. Here is an opportunity to revisit the importance of maintaining a positive classroom environment so that students are most likely to thrive.
Develop Positive Relationships with Students
According to Marzano’s The Art and Science of Teaching, teachers who make an effort to get to know their students will often find that students have an improved view of learning in their class. In fact, Marzano states that, “if the relationship between the teacher and the students is good, then everything else that occurs in the classroom seems to be enhanced” (150). With this is mind, teachers should strive to learn as much as possible about their students and incorporate that knowledge to help illustrate their lessons when possible. Students who feel a strong connection to the lessons are more likely to pay attention and participate.
The benefits of positive student/teacher relationships are long-lasting. Therefore, teachers should make an effort to find the good in students whenever possible. Direct praise is an effective way to encourage students to continue specific behavior, such as active participation, working quietly with their partner, and providing relevant examples to enhance class discussion. Even a simple approving smile can go a long way to boost student confidence and attitude. Students of all ages appreciate being acknowledged for their efforts. When students feel they are performing well, they will strive to continue that behavior. Encouraging students will foster improved relationships throughout the school year.
Display Student Work
Most teachers put forth considerable effort to enhance their classrooms with bulletin boards, posters and current events at the beginning of the school year. However, they should consider reserving an ever-changing area of the classroom to display exemplars of student work. This area should be updated at least once a month, providing fresh new examples of projects, essays, or student research that exemplify the qualities teachers deem most important for the assignment. An area of the room that is constantly changing will not blend into the background and is more likely to pique student interest.
Displaying the work, however, is not enough. Teachers should overtly encourage students to visit this area and study the student samples. For that reason, the work should be posted with thumb tacks—rather than staples—for easy removal. This way, students can bring the work to their seat to read thoroughly before returning it. Teachers may also want to pass around these exemplars in small group to discuss how they met the criteria for a specific assignment. Students should be encouraged to identify aspects of the work that they would like to emulate.
Provide Balanced Feedback
It is easy for teachers to focus on helping students improve their weak areas. After all, that is part of the job description! However, if students are directly to only focus on their weaknesses, they may actually overlook their own strengths. When providing feedback of student work, teachers should self-monitor, identifying first what the student did well, whether it was following directions or creatively interpreting an assignment. From that perspective, teachers can then make suggestions for improvements.
For instance, a writing teacher may read a student’s essay, editing diligently along the way in flowing red ink. If the student reads only grammatical corrections, they may feel defeated. To prevent this, teachers should try to also point out when students used lively descriptions or thoughtful insights so that students gain a more balanced perspective of their abilities. Teachers can help students understand both their strengths and weaknesses through well-planned feedback.
Part of what teachers need to do to promote active learning is to create an environment that motivates, encourages and affirms students’ abilities to master content. Teachers can accomplish this by interacting positively with their students, displaying examples of model student work , and providing feedback that acknowledges both strengths and weaknesses. These behaviors will enhance the overall environment of the class and make it a place in which it is easier to learn. Teachers should work to make learning feel good!
Marzano, Robert J. The Art and Science of Teaching. Alexandria, VA: ASCD (2007).
Thadra Petkus - Thadra Petkus is currently a freelance writer, English teacher and mentor. Although she has taught students from age two through ...
