Effective Classroom Interactions: Supporting Young Children’s Development Dava Allen-Miller Shonda Harris-Muhammad Dr. Shauna Mayo

Emotionally Safe Classroom Creating an emotionally safe classroom

Introduction A safe and supportive classroom is one where all members feel valued and affirmed. Where all are encouraged to think about and express their feelings, opinions, goals, and dreams. A safe and supportive environment is vital to encouraging social, emotional, and academic learning

The Foundations of an Emotionally Safe Classroom Dependent upon the establishment of shared values and beliefs among the children & adults. Children should feel that it is acceptable to have feelings and beliefs that can be expressed without fear, judgment, and/or retaliation. There should also be an expectation that every child can learn if and when appropriate considerations are given to the various learning styles and multiple intelligences.

Characteristics of an Emotionally Safe Classroom Every child is valued as an individual and their worth is not determined by their academic ability or performance. Interactions between children are respectful and they are able to express themselves without fear. An emotionally safe classroom enables children to connect with adults and/or groups who will value, support, and celebrate them.

Creating an Emotionally Safe Environment Students must be assured that teachers will manage the classroom environment and relationships among students. Strife or fear in the learning environment can cause a negative filter that interferes with students ability to process learning and perform The positive relationships that develop between students and teachers, in turn, influence academic performance are key to c creating an emotionally safe class environment (Baker, Terry, Bridger, & Winsor, 1997; Charney, 2000; Noddings, 1992)

Benefits of an Emotionally Safe Classroom For optimal learning to occur, students must be able to explore, debate, problem-solve, and practice their skills. A positive, happy, and emotionally safe learning environment enhances this and allows higher-order thinking to occur. Fear, stress and negative emotions inhibit higher-order thinking, prevent children from being able to complete work and may lead to behavioral difficulties.

Eight Steps for Creating Supportive Rules with Students Invite students to reflect Invite students to collaboratively brainstorm Frame the rules in the positive Condense the list to a few global rules Celebrate, share, and display the rules Refer to the rules to hold students accountable Encourage students to hold the community accountable to the rules Revisit the rules periodically

Avoiding Negative Emotions Threat, Stress, & Anxiety Low Self-esteem & Learned Helplessness Poor motivation Rewards

Strategies for Dealing with Negative Emotions Positive Feedback Clear Expectations Reducing Focus on Grades Giving Choices Enhancing the Perception of the Value of Learning Setting Goals Managing Emotional States Implementing Silence & Wait Time

Increasing Parental Involvement Make it easy for parents to participate Locate some meetings and activities off-site Offer classes and workshops for parents based on their interest Offer opportunities for the community to “cross-pollinate” Be creative with event scheduling

A good teacher can inspire hope, ignite the imagination, and instill a love of learning. Brad Henry

Providing students with a safe environment opens the door to children learning in a place where they are valued, and able to express their feelings

Classroom Culture Creating a Positive Classroom Environment

One of the greatest problems that small children face when they begin school is separation anxiety. Teachers can help students deal with issues such as separation anxiety by establishing strong student-teacher bonds and a positive classroom community. Classroom Community Teacher-Student Bonds

The bond between a teacher and his/her students is one of the most important aspects of establishing a positive classroom culture. A positive culture helps the teacher manage behavioral issues particularly those issues of students with disabilities.

Establishing Strong Bonds Get to know your students on the first day of school. –Play games –Fun icebreakers Care for your students. –Talk to you students –Offer extra help when you can. Start each day by chatting with your students –Shows them that you are interested in their activities outside of school

The physical environment of a classroom explain a lot about your expectations as a teacher (Konza, Grainger, & Bradshaw, 2001). Physical Environments

The physical classroom environment includes: –Desk arrangements –Classroom decorations –Music in the classroom Physical Environments

Desks can be arranged in multiple ways to help facilitate a positive physical environment –Desks in u-shapes are recommended so that all students can see each other easily. –Groups help stimulate student discussion –Rows are good for independent work –Works stations are great for students who have good self management skills Desk Arrangements

Classroom Decorations A bright classroom helps create a welcoming environment. Students like to see their own work on display. Class-made posted helps students develop a sense of belonging to the classroom. Plants and animals can have positive effects on the classroom (Nicholls, 2006).

Music in the Classroom Music can be a great addition to any classroom. –Can be used as a reward –Can create a positive mood –Can help broaden musical experiences –Comfort/calm and help focus students

Conclusion Creating a positive physical and emotional classroom environment for students leads to the students striving daily to achieve academic success. “It is easier to build strong children than to

Frederick Douglass “It is easier to build strong children than to repair a broken men”

A key component to creating a supportive learning environment is maximizing the time spent with each student.

Banking Time: What is it? Investing in relationships

Banking Time A session with a teacher and the student that takes place 2-3 times a week that is focused on the child Consistent Child/Youth Focused Time spent not teaching but time spent developing

The Teacher’s Role Observing: taking a mental note Narrating: Reflection (sportscaster Technique) Labeling: When you communicate out loud what you notice Developing a relationship: Think about important messages

All about Regard for Youth Perspectives Investing in Relationships Part II

Do we REALLY Understand ?

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Overcoming Bad Habits

All about the relationships: What is the Goal? To strengthen your relationship with your student who has become difficult to work with or teach Students who have a difficult time managing their feelings and their behavior in the classroom and school surroundings

Investing Relationships