Welcome Activity. Classroom Atmosphere - Essay Example

?   Welcome Activity submitted:  Welcome Activity Question A secure and safe room atmosphere has different features that work in connection with one another. These entail class procedures, rules, consequences, and respect. I will extend respect to the students. A secure and safe class atmosphere depends on respect between the teacher and students, and among the students. It is not easy for middle school or high school students to practice respect, but if the teacher is respectful, it is almost guaranteed that the students will be respectful. Also, I will attempt to make all the students feel as if they are a key component of the class. I will encourage students to utter only constructive things about others. It is difficult to establish a safe and secure environment when there is the presence of disparage. I will also establish a system of consequences and rewards. This system will be used to assess student behavior (Kees, 2003). Question 2 I will create a positive learning atmosphere by getting to know every student as early as possible after the first meeting. I will encourage the students to write a biography or complete a survey. This will help provide essential information that will assist to support and teach the students. I will try spending a considerable amount of time with students on a daily basis. This will help establish personal associations with the students. I will design the classroom with several positive quotes and messages. This will make students develop a sense and a feeling of greatness in the future. In addition, I will do everything to make the classroom cheerful and comfortable. For example, I will provide inspiration art work, motivational speeches, and anything positive that will influence the students’ performance (Griffin, 1997). I will give regular, positive response. This will show that I notice their attempts and realize their outstanding work. Question 3 While time is a large factor for teachers, paying attention to students’ social and emotional requirements is an investment. If students feel insecure or threatened, it will be difficult to perform classroom activities well. I will dedicate some time for students to make them understand that mistakes form the basis of learning processes. In addition, I will encourage regular class meetings for students to air their views and communicate their worries. I will also ask questions, develop a rapport with students, and provide assistance and comprehension to the students’ unique situations. For those students with issues and responsibilities at home, I will discuss with the students about their issues and responsibilities (Griffin, 1997). Also, I will listen to their issues and show them that they have my support. I will establish an environment that is free from humiliation or fear by developing clear prospects of the learning results.  Question 4 I will promote a feeling of student ownership by developing a community feeling in the classroom. This will help lessen the feeling of authoritarian hierarchy and give students the ability to feel they are an essential component of the class. Developing extracurricular activities will assist advance interaction between teacher and student, and student and student. This will develop a sense of student ownership in the classroom. For example, I will design an art activity and subdivide the students into units. A student from each unit will be the group leader for the art activity. This will develop a sense of team work and ownership among students. In addition, I will set time to have encounters with students (Kiselica, 1999). This will help in their daily lives. These minor, life links create an environment that promotes student ownership in academics. Question 5 I will provide the meaning of empathy to the students. Explaining to students that empathy requires the identification and sharing the feelings of other people. I will also show pictures that express a number of positive and negative emotions. The students will be required to identify and associate with the images. This will help to develop empathy among the students. Additionally, I will request the students to provide examples of periods they experience powerful emotions. The students should also give explanations on the causes of these powerful emotions. When a student is angry, frustrated, or upset, I will want to know the reason for their condition. Empathy, in this case, presumes that when the student feels secure and loved, he or she learns to express the feelings in a calm way. Another way of creating empathy in students is switching responsibilities. As a teacher, I will subdivide the students in the class into two units and make a conflicting scenario that should be resolved. The groups must alter responsibilities and place themselves in the other group’s situation (Kees, 2003). Question 6 I will stay positive. Threatening and yelling is not an efficient manner to motivate. Staying positive and focusing on success will establish mutual respect for every student and offer them a chance to become successful. For struggling students, I will give them a chance to improve without lowering my expectations. This may entail asking questions before introducing a new issue, or adding minimal questions to their assignments. This will make sure that struggling students have the chance to comprehend and improve. Moreover, I will permit students to gain rewards. Whole class and individual rewards will motivate students to become successful in their activities. I will also promote team work among the students. This will enhance their success (Kiselica, 1999). Question 7 I will remove fear of failure and humiliation in students by creating an adequate classroom atmosphere. This will ensure that the students are secure, safe, and are involved with their sole learning activities. There is always a decrease in learning when students feel unchallenged or threatened. I will also have conversations with students to find ways of establishing the correct environment for the classroom. I will have the students devise the manner they want the class to progress. I will investigate the students’ capabilities and modify rules to maintain an adequate level of challenge (Griffin, 1997). In addition, I will attempt to accommodate different learning preferences, interests, instructions, motivators, modality strengths, and assignments among the students. References Griffin, P. (1997). Introductory module for the single issue courses. New York: Routledge. Kees, N. (2003). Creating safe learning environments. Texas: Atwood Press. Kiselica, M. S. (1999). Reducing prejudice: The role of the empathic-confrontative instructor, in Confronting prejudice and racism during multicultural training. Virginia: American Counseling Association. Read More