I recently began teaching at a prestigious international school in south Asia. A world IB school. First impression is that in a good school atmosphere, well-being and joyful relationships take precedence over anything else. Here, it is readily obvious that learning extends far beyond the classroom. That both a contented teacher and a contented student accomplish the essential objective of teaching and learning.
Here, developing connections, fostering relationships, and cultivating happy learning environments take precedence above syllabus coverage and exams, but back home we appear to be preoccupied with these topics. It is remarkable what this approach may accomplish in terms of the school’s overall culture and the classroom environment. In terms of their dispositions and attitudes, the type of psychology exhibited by students.
Although this may sound like rocket science, it is not. In our schools, basic practices and shifts in policy positions and worldviews can make a world of difference. While administrators, teachers, and even students are concerned with how to respond to book objections and critical race theory claims, the students are the primary focus of school management and faculty.
Concern for academic advancement, social and emotional development, and school climate remain the top priorities. A school community that is capable of meeting the needs of its students has an easier time adapting to curricular changes. Concerning the academic achievement and general well-being of students, the sense of belonging and school environment of students are of utmost importance.
The theory of ecological systems developed by Bronfenbrenner supports the prioritization of the classroom environment. The hypothesis implies that an environment that respects, promotes, and celebrates a child’s identity provides the greatest possibility for academic achievement. Alignment between a child’s home environment, social environment, and school environment fosters a sense of safety, belonging, and familiarity, allowing the student to learn curriculum and prepare for learning more effectively.
The classroom learning is a vital part of the educational process. A respectful classroom is one in which all students feel physically, academically, and emotionally safe, appreciated, and comfortable. There are numerous parts involved in maintaining a respectful atmosphere, including student-teacher relationships, peer status, and classroom management.
Environment conducive to learning
Positive, productive learning settings are essential to the intellectual, emotional, and social school of students. Unfortunately, pleasant learning environments must be created; they do not occur naturally. There are numerous factors that contribute to the creation of a positive learning environment for students.
Good learning environments must first provide an atmosphere of safety in which taking risks is encouraged, there is open, real communication, trust and respect are nurtured, and positive interactions are the norm. The optimum time to begin creating a pleasant learning atmosphere in any classroom is during the initial days, weeks, and months of the school year, when the minds of the students are at their most receptive. Teachers, educators, and even parents can employ a variety of positive action tactics and simple recommendations to create a happy, productive learning environment for students.
These tactics combine the requirement for pleasant learning settings that stimulate higher academic achievement with the potential to promote students’ social and emotional well-being and success in and out of the classroom.
A sense of community
Numerous studies have demonstrated the correlation between these strong relationships and a sense of belonging in the classroom. Cecilia Cheung, Associate Professor of Psychology at the UCR Graduate School of Education, intended to shed light on teacher-student relationships in a 2019 research study. The hypothesis of the study was that a positive student-teacher interaction was essential for a successful school adjustment. The study polled more than 300 students from various schools three times over a period of 18 months. The students responded to questions regarding the involvement of their parents in their education, the quality of their relationships with their teachers, and how they felt they were adjusting to school (focusing on themes of school belonging, engagement, and perception of competence).
Positive relationships between teachers and students were connected with school adjustment, as evidenced by school engagement, educational education, and student evaluations of their own classroom competency. Students having positive relationships with their teachers are more likely to be engaged in school and, as a result, have a greater chance of achieving academic success. The study demonstrated the favorable association between strong, meaningful teacher-student relationships and a sense of classroom community and belonging.
Relations with relationships
Peer relationships—relationships and dynamics between students and their peers—are an additional important relationship dynamic in the classroom. Peer group is commonly used to describe the dominating group or the group that establishes behavioral norms. Numerous research have been undertaken to investigate these relationships and their consequences on various students.
In 2015, Kiefer, Alleyn, and Ellerbrock conducted a study using mixed methods to examine peer relationships in relation to student motivation, classroom engagement, and school belonging. Teachers and students from the same urban middle school in the United States participated in the study and were observed and surveyed. All engaged educators and the majority of students viewed peer intellectual and emotional support as crucial to meeting students’ needs for relatedness and fostering classroom engagement and school belongingness.
. Because their peers determine which students are popular, students are frequently worried about how they are regarded by their peers; this concern can alter their relationships with their teacher and their peers as they act cool or try to remain invisible to the peer group. It is difficult for students to negotiate these relationships in authentic and significant ways.
How to cultivate community
Regarding a polite classroom atmosphere, a teacher’s classroom management is a further consideration. Classroom management consists of a teacher’s policies, procedures, and standards for classroom learning and behavior. In 2019, Talia Sandwick, Josephine Wonsun, and Hassoun Ayyub completed a research study titled Lessons for developing restorative justice school cultures. They focused on five schools in New York City and their community-centered classroom and school-wide practices. In order to address the needs of their students, these schools employed restorative justice-based initiatives. These practices included one-on-one student check-ins or restorative talks; mediation; mentorship; diverse community-building strategies; several types of talking circles (e.g., community building, harm, support, re-entry, etc.); and continued counseling. Despite the fact that schools emphasized various practices, all practices contributed to a more peaceful school and classroom environment. Teachers were able to incorporate restorative justice practices into their everyday practices and utilize them as necessary. By focusing on the students as individuals, teachers are able to better comprehend and accommodate students, as well as demonstrate that they are valued. When students are and feel appreciated, it is natural to develop a polite classroom climate.
Positively reinforcing behaviours
Other successful positive action strategies include making learning relevant by adapting teaching methods and procedures to the unique needs of each student, and creating a code of behavior (setting the stage for appropriate classroom behaviours), Intrinsic motivation (Feeling good about themselves is an intrinsic motivator for students, particularly elementary age students, and positive actions help children feel good about themselves), reinforcing positive behaviours (Certificates, stickers, toy prizes, tickets, tokens, and other reward systems are great ways to recognise students and reinforce positive behaviour and achievement in the classroom), and responding with positivity (Interacting with students in a positive manner is an effective way to encourage positive behaviour and achievement in the classroom). Positive acts such as proper eating, exercise, and rest contribute to a healthy physique. Problem-solving, decision-making, and critical thinking are brain-developing activities that make us smarter. Being able to get along with others is made possible through polite and courteous behavior. Time management and emotion management let us manage our own concerns more effectively. Positive acts, such as acknowledging errors and accepting responsibility for our actions, enable us to be truthful with others and ourselves. Setting goals leads to personal growth and development.
Multiple research findings demonstrate that developing relationships and cultivating a positive learning environment are crucial for effective teaching and learning. It significantly helps to a sense of belonging in the classroom, which is an essential part of maintaining a respectful environment. In addition, inclusive and student-centered management techniques foster and promote a respectful learning environment. Lastly, building an environment in which all students and teachers feel appreciated increases academic achievement and a sense of belonging. It is now the responsibility of educators to ensure a healthy learning environment in our schools.
