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In positive classrooms student participation and collaboration are encouraged in a safe environment that has been created. A positive classroom environment can be encouraged by being consistent with expectations, using students' names, providing choices when possible, and having an overall trust in students.
The way the instructor organizes the classroom should lead to a positive environment rather than a destructive and/or an environment that is not conducive to learning. Dr. Karen L. Bierman, the Director of the PennState Child Study Center and Professor of Psychology, believed that a teacher needs to be "invisible hand" in the classroom.
Thoughtful classroom set-up: Physical classroom should be arranged so that students can work independently and easily arrange their desks for group work. For example, having an open space area conducive to teamwork. Teachers can also identify open areas outside of the classroom that could work for activities and group work (such as the schoolyard).
Table games also promote healthy competition, giving students a chance to cope with negative feelings in a safe and supportive environment. [17] Children explore mathematical concepts while playing games like cards, dice, and Connect Four. [17] Children must plan strategies in order to problem solve and win the game. [17]
The quality of student life and the level of student engagement may be the best single indicator of potential or current school safety and security concerns as they pertain to student behavior." [4] DASA aims to increase social connections between students in order to maintain a safe learning environment for all. This results in students ...
Similar to the goals of trauma-informed care, the aim of a trauma-informed education approach is to create a safe, and welcoming environment that is attuned and responsive to the needs of not only students but all members of the school community (e.g. teachers, administrative staff, families) touched by the effects of trauma. [3]
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
Also, students will ask questions when the topic is not clear; as a result, they become more interested in the classroom. [13] Subject-matter expertise: When a teacher is an expert and has a broad knowledge of the subject being taught, students are expected to work harder and put more effort into their work.