“The teacher is probably the single most important factor affecting student achievement — at least the single most important factor that we can do much about” (Marzano, 2003, p. 1). The second half of that statement strikes me as the most crucial to consider. The classroom environment today is affected by so many variables such as the increase in students with diagnosed learning differences, the increasing number of students coming from varying language backgrounds, the increase in the number of students living in or near poverty, the prevalence of social issues/influences toward negative behaviors, and more students, from a younger age, living in families that undergo redefining throughout the child’s school years. All of these changes affect student behavior in one way or another, and therefore, we are wise to prepare for those effects by understanding our own role in the classroom, by preparing our classroom expectations with as much foresight as possible, and by striving to create a culture of caring and learning in the areas within our control.
With this in mind, I recognize a key area in which I would like to improve as I learn to establish a positive classroom environment for my students. I don’t face classroom management issues, per se, because I work with students individually, yet, as I look at my daily interactions, I ask myself if my words and actions are helping students to learn. For me, this means to not only know my students’ grades, but more importantly, to establish relationships with each student so that I understand how to best support their learning. I’m reminded of an illustration depicting a pot cooking over a fire on a tripod like one used when camping. The legs of the tripod are lashed together at the center to form a cradle for the pot, and the legs must work together to avoid collapse and the toppling of the pot. Student’s academic success is the pot and the three legs are the student, the parents, and the school; if we are missing one of those legs, we may lose the pot. As suggested in the earlier quote, I often can’t do much about the other two legs, but I can definitely take responsibility for my own sturdiness in supporting my students’ success. I want to show my students that I see their effort and I respect them…my role in this relationship is “one of engaging students in the hard work of school: the continuous cycle of studying, producing, correcting mistakes, and starting over again” as a coach, listening between the words for feelings of discouragement or doubt or even of accomplishment and always visibly respecting and accepting the student…this is the type of relationship that will “encourage both confidence and high achievement in students.” (Alderman, 2004, p. 14)
A by-product of the relationships established with students will be the influence I can have in helping them more effectively solve their own learning problems and conflicts. I do have the role of liaison between teacher and student, but I would like to do more with role-playing and showing students how to positively interact with their teachers to resolve concerns before I get involved in the situation. In the past, I have found myself engaged in conversations that really the student should have had with the teacher. My students may come to me flaming with indignation at the unfairness of a grade or classroom situation; I want to improve my ability to diffuse the anger and help the student work through the issue. Role-playing with the student will enable the student to vent, and if I play the role of devil’s advocate, the student may be able to better understand the teacher’s motives or reasoning. At that point, the student and I can brainstorm possible ways to handle the situation and practice what the student can say when talking with the teacher so as to avoid a confrontation. Many of my students need social skills training and do not realize that their approaches do put their teachers on the defensive, which rarely leads to positive resolutions. As Jones and Jones (2007) point out, although I cannot necessarily change my student’s attitude toward a teacher or situation, I can show him “more positive and productive methods for responding to corrections from” or differences of opinion with adults (p. 418).
According to Alderman (2004) “four broad conditions…clarity of purpose, fairness, personal support, and success—are integrated into a climate of caring” (p. 204). By continuing to study the social factors and school factors that influence behavior, by working closely with parents when possible, by communicating acceptance to my students, and by serving as a model to my students of conflict-resolution and problem-solving, I hope to more pro-actively meet the needs of my students and create that positive learning environment this year.
Alderman, K (2004). Motivation for achievement: Possibilities for teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., custom 8th ed.). Boston: Allyn & Bacon.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
Phelps, P. H. (2006). The three Rs of professionalism. Kappa Delta Pi Record, 42(2), 69–71.