Creating a positive learning environment
I think it is essential on the first day to create a very positive environment. I explain to the student what is required from them to succeed in the class and how we can work together to attain that goal. Offering extra help outside the classroom thus help them get more comfortable and be better prepared.
I can see how repetition works. Part of my goal is to associate something about them as a person in addition to their name. My ultimate goal is for the kids to know that I know them on some level.
For example, I have one girl whose last name is Coward. I call her Brave. She beams at this and now the other students call her Brave. Just fun!
Hi Kerri,
A five-week MOD is a short period of time, therefore you must learn students name quickly and come up with a method that works best for you. I am really good at memorizing names. I do a quick stare, and I repeat the name to myself silently five times.
Patricia
We have five week MODs here and it can be daunting to get several new classes, new faces and new names so often. A trick I have identified is to use nicknames (based on mnemonics to help me memorize their names) and the kids find this endearing and is a quick way for me to make a connection with them and call them by "name".
Hi Steven,
What an impressive list! It sounds like you really make a great effort to put your students at ease and encourage strong participation. I can tell you are a positive instructor, and you have your students interest at heart.
Patricia
To Begin, I make sure each student knows that he is important to me as an individual. I give eye contact and a pleasant greeting to every student at the beginning of each class. I look and sound enthusiastic when a student makes progress on a skill he is finding difficult. Anytime is a good time for a smile.
I teach students to help rather than to laugh. It takes a lot of bravery to participate when you are unsure of yourself. Bring that to your class' attention by doing some role-playing. Ask how they felt when their classmates laughed at them. Remind your pupils that everyone is human and makes mistakes...but that it is okay and expected. You do not want them to fear being ridiculed if they ask a question or answer incorrectly.
I make a positive statement before giving a correction. My reaction when a student gets an answer wrong is also important. A positive statement, followed by a negative one, helps to soften the blow and I remind students that I care.
Several years back I came across a list of 10 ways to create a positive learning environment; I can’t remember the author, but it’s useful for all teachers:
1. Begin your week by "nesting." Students need time upon arrival to become familiar with and comfortable in their new surroundings. Take time during your first class to discuss the week and what they will be doing and to answer questions they may have.
2. Use the students' names. They will feel that you know them and care about them.
3. Catch them being good. Praise the group and individuals when they do well.
4. Dignify wrong answers. If a student gives a wrong answer, give him or her credit for trying, and if possible, relate their answer to the subject matter.
5. Give students a second chance to answer correctly. You could follow-up on the situation above by giving all the students an opportunity to share with their neighbors some examples of decomposers. Once it is clear that everyone has an answer, tell the student (above) that you will give him/her another opportunity and then, after you've taken an answer or two from other students, call on that student again.
6. Don't "zap" students. If a student is misbehaving, try and redirect the behavior in subtle ways such as moving closer to that individual, utilizing his or her name in a sentence during instruction, or a gentle hand on the shoulder. If you must address the student directly and aggressively, pull him/her away from the group. If you overtly discipline a student in front of the group, others may be afraid to participate for fear of the same treatment.
7. Phrase your questions in a manner that is non-threatening. It is better to ask, "who would like to share with the group..." than to ask "who knows the answer to..." as the latter implies that if you don't raise your hand, you don't know.
8. Allow for thinking time. After you ask a question or give instructions give the students time to process. If you give instructions and ask for questions but do not provide wait time, students who process slower than others may not understand and will feel lost once the activity starts. Students who are not given adequate time to consider when answering a question will similarly feel left out.
9. Don't repeat answers. When a student makes a comment, let his/her comment stand on its own. If you repeat the answer, the students will be trained to listen only to the teacher and you will steal some of the "thunder" away from the student. If you think the others did not hear, have the student repeat the answer. (Note: this technique may not work when addressing 200 people, but is very effective with a smaller group.)
10. Give the students choices. Make sure the choices you give are acceptable to you. For instance, you can say "today we are going to rebuild carburetors,' would you like to do that before or after lunch?" Giving some choice in activities, or at least the order, gives the students some control and buy-in for their week.
Hi Marie,
It is good to know that you offer your students assistance outside of the classroom. Some instructors only instruct during classroom time, and you go the extra mile by providing additional tutoring for your students. You care, and I am sure your students feel that.
Patricia
