8082MOD 2 DISSCUS
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8082MOD2RESPONSE.docx3
RESPONSE 1
Katheryn Gonzales
RE: Discussion - Module 2
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A Positive classroom environment is essential to student growth and learning. Information and emotions are constantly thrown at children. Offering children a calm, predictable, and consistent environment frees up their brains to learn and grow (Edutopia, 2019). Early Childhood educators have the vital responsibility to create a learning environment that will give students the space to be curious, explore, take risks, and challenge themselves. According to Littman (2017), one example of creating safe learning environments is to utilize free centers with teacher interaction to develop social and emotional learning. Free play allows students to develop autonomy, solve problems, and learn how to regulate their emotions. As students learn how to self-regulate and play with each other through taking turns, waiting, and sharing, the classroom overall will have fewer behavior challenges. Teachers can also model how to be caring to children. Creating a respectful and kind environment will foster habits and behaviors in children that will follow them through their lifetime (U.S. Department of Health & Human Services, 2020).
Creating a positive classroom environment is about listening and being respectful. One meaningful way to model respect is to create an inclusive environment. Children want to feel welcome at school, and so do their families. An inclusive classroom reflects all students. Through pictures, book selections, and other creative methods, all students are welcome and a vital part of the environment (Ernst, 2014).
Social-emotional learning is an essential factor in a positive classroom environment. One area of concern that may be a barrier to a positive environment is a lack of teacher education. Dorcey (2021) completed a case study to study the social skills development of preservice teachers. The study investigated how teachers view social skills and develop them in the classroom. One area of concern to a positive classroom environment is teacher bias. Teachers need to explore their personal bias, so they do not bring ideas and attitudes into the classroom that can create a negative environment. Teacher training on social skills, social and emotional behavior, and creating a culturally responsive classroom environment is important to create an overall positive learning environment.
References
Dorsey, C. R. (2021). The pre-school teacher experience of social skills for early education
success (Order No. 28773168). Available from Dissertations & Theses @ Walden University. (2596941333). Retrieved from https://www.proquest.com/dissertations-theses/pre-school-teacher-experience-social-skills-early/docview/2596941333/se-2?accountid=14872
Edutopia. (2019, January 14). Creating a positive learning environment [Video]. YouTube.
https://www.youtube.com/watch?v=T9ynlPs_NTM&t=65s
Ernst, J.D. (2014). The welcoming classroom: Building strong home-to-school connections for
early learning. Lewisville, NC: Gryphon House, Inc.
Littman, D. M. (2017). The significance of play in the social and emotional development of
preschoolers: A case study (Order No. 10267586). ProQuest Dissertations & Theses Global. (1910873034). https://www.proquest.com/dissertations-theses/significance-play-social-emotional-development/docview/1910873034/se-2?accountid=14872
U.S. Department of Health & Human Services. (2020). Creating a caring community [Video].
Head Start ECLCK. https://eclkc.ohs.acf.hhs.gov/video/creating-caring-community
RERSPONSE 2
Renee Morris
RE: Discussion - Module 2
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Cultivating a positive classroom culture is imperative for students to thrive. Two opportunities for incorporating a positive classroom culture are morning meetings and sel check-ins. Morning meetings are a great way to start the day. Social-Emotional Learning (SEL) check-ins can be a start of the day or anytime throughout the day. These two activities allow for an opportunity to create a respectful learning environment, trust is established between the peers and the adults and students, self awareness and social awareness increases. According to Walden University, LLC. (2016a), morning meetings should be intentional, allowing for time to share and practice. Dooley (2019) shared that teachers must take the time to intentionally instruct each social and emotional skill during circle time to allow students to fully understand.
Teachers’ Roles
Cultivating a positive classroom culture allows teachers to be facilitators and students to take ownership of their own learning. Littman (2017) explained that teachers can be direct participants or observers. Students that are regularly reminded of the expectations and witness modeled behaviors are more likely to perform the expected behavior.Walden University, LLC. (2016a) provided an example of cultivating conflict resolution during morning meetings, when a student complained of her learning being interrupted from a classmates’ humming. When the students used their voices , the student who was humming apologized and stated he would stop. Cultivating a positive classroom allows for students to take ownership in their learning. According to Brannock (2019) a positive learning experience requires a balance between intelligence and wellbeing.
Social Awareness
Social Awareness is important when building a positive culture. Students should feel as if they have a voice and play an important part in the classroom. Classrooms should include pictures that represent students within the class. Families should be a part of the classrooms. Ernst (2014) listed a few strategies of encouraging social awareness; home visits, shared decision making and creating environments that welcome families.
Challenges:
Although all classrooms should have a positive classroom culture, there are challenges that may impede the process. Children that may have experienced adversities may rebel against a positive environment. According to Edutopia (2014) classroom settings and procedures should mitigate some outside issues and concerns of the students. Creating an environment that is calm, fair and consistent is a way to help with challenges. Bath (2008), noted the importance of creating a safe place for children, which included trust.
References
Bath, H. (2008). The three pillars of trauma-informed care. Reclaiming children and youth,
17(3), 17-21.
Brannock, L. (2019). Creating positive opportunities in the Classroom (Order No. 28305428).
Available from ProQuest Dissertations & Theses Global. (2481868700). Retrieved from https://www.proquest.com/dissertations-theses/creating-positive-opportunities-classroom/docview/2481868700/se-2?accountid=14872
Dooley, A. (2019). Morning Meeting: An Examination of its Effect on Student Behavior and
Peer Relationships. Retrieved 12 December 2021, from https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1143&context=education_masters Edutopia. (2019, January 14). Creating a positive learning environment [Video]. YouTube. https://www.youtube.com/watch?v=T9ynlPs_NTM&t=65s
Edutopia. (2019, January 14). Creating a positive learning environment [Video].
YouTube. https://www.youtube.com/watch?v=T9ynlPs_NTM&t=65s
Ernst, J. D. (2014). The welcoming classroom: Building strong home-to-school
connections for early learning. Lewisville, NC: Gryphon House, Inc.
Chapter 6, “Culturally and Linguistically Competent Classrooms” (pp. 103–122)
Walden University, LLC. (2016a). Creating positive classroom cultures through
classroom community meetings [Video]. Walden University Blackboard. https://class.waldenu.edu
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