Learning Environment Plan: Classroom Climate, Transitions, Communication & More

 

Plan for Managing the Learning Environment

Template: TEACH NOW Moreland University

Olivia Kapell 

1. Classroom Culture and Climate: 

Write a reflection on what you think constitutes a positive classroom climate. List 3-5 strategies that you would like to try in your own classroom. The strategies should rely on professional learning communities and address the physical, social, and emotional needs of the whole child. 

Classroom Culture and Climate

Reflection: A collaborative vision created between students and teacher that establishes the norms that will create for a joyful, respectful and collaborative learning environment. Students have a clear path of knowing how to create a positive classroom culture through norms to know how to be and feel successful in the classroom. This is reinforced through giving students agency to decide what norms are part of their classroom climate, through positive reinforcement from the teacher, and through giving students choices and opportunities for self-reflection when making corrections.   Create collaborative list of norms that are verbalized and lived through daily positive reinforcement   Incorporating classroom norms into interdisciplinary activities and holding group discussions on what each norm means/looks like   Interconnect community values with norms depending on the local environment/student population to encourage belonging

Strategies or Modifications for Virtual Learning Environment The same strategies listed above in a physical classroom can be adapted to a virtual learning environment. There should be clear expectations and norms that are positively reinforced in the virtual environment through narration and classroom activities that align with these norms. Tracking participation and making sure every student is being heard is essential in a virtual environment to help students feel present, and this could require techniques such as cold-calling and breakout rooms to get students’ voices and ideas in the room.

2. Classroom Norms and Behavior Expectations:

 Classroom norms are the foundation of a safe, engaging, and student-centered learning environment. List 3-5 clear, concise, and positively framed norms and expectations that will guide the learning environment.

1. Universal and Simple: Focus on some themes or big ideas that might include respect and integrity. Do not include every possible rule or policy you might need; rather generate a few overarching norms that encompass many rules. 

2. Positive: Norms are positive statements about what students and teachers do in order to learn and collaborate effectively. Avoid negative norms (i.e. “Do not…” “No…”).

3. Collaborative: Involve your students in developing and discussing norms and expectations. This allows them to contribute and gives ownership of the class.

Classroom Norms and Behavior Expectations

We are respectful and look out for ourselves and others  We are curious and ready for challenge We use our resources creatively & collaboratively  We are punctual and prepared   We value the learning process

Strategies or Modifications for the Virtual Learning Environment I would keep the same norms for the virtual learning environment because they are a reflection of my personal values and how I would want to run any kind of classroom. There are ways to enforce behaviors virtually that match these norms which are designed for high school students. I will give an example of a behavior for each one that I could positively narrate:  Show respect and look out for yourself and others: Show your interest in participation through raised hand, chat, or virtual hand raise. Express positive and constructive comments regarding other students’s ideas in the group chat box and in any class activity (no private 1:1 chats between students in virtual classroom).  Be curious and ready for challenge: Reflect on points of interest and potential class activities pre and post activity via chat and breakout rooms.  Use your resources creatively & collaboratively: Hold group session first day of class to review online resources we will be using during the year and ways to use each one. Give students options and have students discuss in breakout rooms.  Show punctuality and preparation: Ask students to sign into waiting room 5 minutes early (if possible) or if not, right on class time. If arrive late, ask student to send private message telling teacher more information that aren’t excuses but to hold ourselves accountable and have clear communication. Have a post class 1:1 virtual “desk talk” if necessary.  Focus on the learning process: Reflect continuously on the strategies, materials and content being explored and not only final product of activity. Students can do this in a virtual environment through different virtual platforms such as a padlet, jamboard and whiteboard/annotate functions on Zoom.

3. Routines and Procedures: 

Clear and consistent routines and procedures assist teachers in managing their learning environment effectively. List out your top 3-5 routines and procedures that you would implement in your own classroom. Following a routine lets students know what to expect each day in class. While moving away from the routine periodically can be effective for special days, doing it often causes students to be unprepared. (Add more rows as needed to the table.)  Include modifications that you would make for situations when students don’t adhere to a particular routine or procedure. 

Clear Routines and Procedures
Situation	Steps (and Modifications, if any)
Materials and Class Agenda Routine	Students enter room and make way to assigned seat (always enter to same seat even if changes with later group activities)  Students check white board for daily material list of what will be needed and remove items from backpack and place in orderly manner on desk  Students turn off phones and place in backpacks if cell phones are out Students read class agenda to have an expectation of learning and flow of activities. Ask teacher if have any questions   Modifications: Teacher approaches students who seem to be taking extra time or are distracted when taking materials out to ask guiding questions to find out what is going on. Maybe there is a mood or behavioral situation that will help the student receive the necessary support for the day. This can be recognized and addressed in this transition time for materials/agenda.
Bathroom Routine	Student leaves in the moment they feel they need to go to the bathroom. They do not need to ask the teacher for permission Student takes a lanyard on a hook by the door (2 available- NOT gendered) to use the restroom. Only 2 students can be out at a time so student must monitor lanyards to see if they can leave Student returns the lanyard to the designated position when returning to the classroom and returns to group activity. Student asks classmate what was missed if in group session or asks follow up question in class discussion setting only if necessary Modifications: If teacher notices that a student is leaving frequently for the bathroom or staying for a long time, this should be addressed 1:1 either during a breakout group setting or in a comfortable corner of the room individually. Student is given the chance to talk openly about why without facing punishment. Student is given the option to go to a counselor is something more serious is going on.
Group Work Routine	Students reorganize desks or placement in room depending on activity instructions. Students sit with their bodies fully facing one another so body language is receptive to listening.  Students divide roles based on activity to set up expectations and leadership positions. Students are given a worksheet to record the roles on and write main responsibility for each role.  Students are all expected to participate in group work with unique participations. Teacher monitors who is speaking and follows up with each group asking students follow-up questions.  Student that is assigned the designated speaker addresses key points with class and then follow-up points are address by remaining group members during class discussion Modifications: If teacher notices that student is not participating on a regular basis, have a 1:1 conversation with this student to find out more about why. Find out what they like to use their interests and leadership preferences to encourage them to let these guide their participations. If a student is engaging in distracting and rude behavior, give them 5 minutes in a comfortable corner of the room to engage and reflect activity then reintegrate.
Exit Routine	Students wait for teacher’s instructions to put away materials into backpacks (my personal pet peeve is hearing “packing up” sounds as I am still giving instructions!)  Students record homework in notebook or computer and give affirmation that they have recorded all necessary assignments. Students can ask questions here as needed  After homework recording, students complete a short exit ticket responding to written prompt on main learning objective and place in designed bin on way out door.   Students sit quietly in seats until teacher instructs everyone can leave and leave their exit tickets on the way out Modifications: If student is struggling with content, find a way to incorporate an extra review in the next class. If student is talking or distracting others, give reinforcement on the expected positive behavior and ask student for affirmation that they can stick to this behavior.
Routines for the Online Classroom:
Materials and Class Agenda Routine	Agenda and materials list are written on a shared whiteboard and copied into the chat. Students can ask questions via chat or via audio function is anything is unclear. When students are ready, they put an emoji of how they are feeling today. This indicates that materials are out and student is ready to go.
Bathroom Routine	Students send a private chat letting teacher know they are going to the bathroom. They do not ask for permission but let the teacher know why they are leaving the screen and they turn off video camera and audio right before leaving. Same rule applies that only two students can be out of the room at once.
Group Work Routine	Students are placed into breakout rooms to work in groups and instructions are placed via the chat for students to copy and reopen while in groups. Students are given access to the leader document in Google Docs and places names and responsibilities in corresponding positions. When rejoining the class, a designated speaker is called on to give main points.
Exit Routine	Students record homework and give thumbs up emoji was finished to indicate having completed this step. Students are given virtual exit slip on Google forms that they complete and submit. Students wait until teacher dismisses class to sign out.

4. Transitions: 

Plan your transitions with a step-by-step process in the table below, and model with students within the first weeks of school. Review and practice these transitions with students after extended breaks, midyear, and anytime you add a new student to your class. Include specific instructions you would use with students with special needs and English language learners.

Transitions
Situation	Steps
Using Agenda to Transition between activities	When beginning an activity, students are asked to review which item of the agenda they are on which is written on the whiteboard/screen  Students have clear expectation of time that will roughly be spent on activity based on instructions the teacher indicates  When finishing an activity, students review whiteboard (in written form and through oral instructions)   Students take turns crossing off items on agenda  Modifications: For online environment, agenda is placed in the chat and on a shared whiteboard that is continually brought up at appropriate moments. Students have the option to annotate or add stamps when teacher indicates to cross off agenda activities.
Transition in and out of classroom at start and finish of period	Students arrive to classroom from hallway and take their seats, taking out necessary material and mentally preparing for class through procedures such as reviewing agenda and entry slip At end, students gather items and move out of classroom with necessary materials packed and a clear idea of what to expect for the next class. A step-by-step procedure could look like this:  Go to assigned seat Review agenda on whiteboard and materials list Take out necessary materials for class Sit quietly and work on entry slip until teacher begins lesson Modifications: Student arrives to classroom from waiting room admitted with full name (not other usernames/nicknames). Student turns on video camera and enters with microphone on mute. Student checks chat and whiteboard shared on screen for necessary materials and daily agenda to prepare desk at home. Sends teacher a chat when ready and answers any other question of the day. Leaving class: Exits virtual classroom when teacher indicates class is over.
Transition to opening personal devices in the classroom (computers) for activity use	Students take out computer from backpack or from assigned spot in classroom when teacher indicates. If the computers are in classroom they follow procedure of how to get out of seats to move to corresponding area of room Students return to seats or to area of room where they will be working depending on the assignment  Computers are turned on and plugged in (if necessary) and students open immediately to assigned page/browser that will aid with class activity Students place computer case back in backpack to keep clean and tidy work area Modifications: Since students are already using computers to connect to the virtual classroom, this applies for the use of phones. I would not recommend using phones in the virtual classroom because it is so easy for older students to be doing something else without the teacher knowing. Phones could be helpful for a game activity such as connecting to Kahoot. The teacher should ask students to hold up phones or ask for a thumbs up to receive the students’ confirmation to visually know if they are ready. Students are paired with native language speakers to ask for assistance when responding to teacher’s instructions through copying key movements and asking clarifying questions. If students have a hard time reading from the computer the teacher can activate a text-to-speech option that the students will use headphones to listen to.
Transitions for the Online Classroom:
Transition into virtual classroom at start of class	Students are let in using waiting room feature with their full names listed. Students respond to teacher prompt to log out and come in with correct name listed if there is an error. If student responds that there is confusion, if the name listed is appropriate, they can be admitted and the teacher will admit the student and immediately change their name on their behalf. Students follow entry instructions such as having camera on, microphone off, and responding to chat of the day.
Transition to breakout rooms	Students have materials open that will be needed during group work in the separate breakout rooms and click the button to enter. Students follow instructions on timing in breakout rooms and stay in seats in front of camera even when teacher is not present. Options to record can help with accountability for this. Students set up who will be responsible for leading discussion/sharing key information to group to make group work go more smooth.

5. Responding to Traumatic Stress: 

Create a data gathering exercise to understand students’ backgrounds and identify if any of them have experienced traumatic stress. Tip: Previous teachers are sometimes a good source of information. Complete the chart below with possible strategies that you would use for specific types of trauma.

Response to Traumatic Stress
Trauma Symptoms	Response Strategies
Children of divorce: Irritability, More likely to skip class or lower engagement in assignments, comprehension suffers, feelings of guilt	Provide consistency and structure through setting up clear routines and pathways to success  Reinforce students’ strengths and remind them of their progress to build the relationship with the student  Team up with school counselor or other social workers and collaborate on strategies that work well for improving communication and trust with the student  Encourage parents to focus on children’s best interests without getting involved in family dynamics Help children develop an understanding of their parent’s divorce to process and lessen feelings of guilt
Cyberbullying: Humiliation, Isolation, Low self-esteem, anxiety/depression, academic issues, self-harm	Establish strong channels of communication with families on expectations of responsible use of online resources and ways kids show respect online and in class Have a private conversation with student that gives them opportunity to share their point of view without fear of retaliation  Peer discussion/reflection session on showing respect online and potential side effects of cyberbullying
Abuse (Physical, emotional, sexual, neglect):   Unexplained changes in behavior and mood  Becoming uncharacteristically aggressive or withdrawn  Knowledge of adult issues inappropriate for age Always covering body parts with excessive clothing Worsening medical conditions Difficulty walking or sitting	Maintaining and providing structure in class activities and having high expectations of student’s abilities, without exercising additional pressure on the child Focus on and affirm positive aspects of the child’s strategies and behaviors as well their self-esteem Develop a strong relationship the child through constant active listening and guiding questions that honor the student’s feelings without overly provoking them  Explain limits of your confidentiality: Be a good listener while explaining that you are required by law to report the incident to Child Protective Services or law enforcement, but will not reach out to parent (avoid fear of retaliation, never approach abuser about situation)  Provide resources to students on their options legally and emotionally (older students) Support the student’s decisions no matter what

Resources: 

http://www.pedro-carroll.com/professionals/education/

https://www.opencolleges.edu.au/informed/features/15-strategies-educators-can-use-to-stop-cyberbullying/

https://childabuse.stanford.edu/screening/signs.html

https://assets.speakcdn.com/assets/2497/how_to_help_when_a_student_is_being_abused.pdf?1509129774156

6. Technology Tools: 

Technology can improve the way you manage the learning environment by helping save instructional time, track trends in student behavior, create lines of communication with families, and even empower students to take leadership roles. Integrate some technology tools for managing the learning environment in a physical and online classroom into this planning document and explain how you plan to use each. 

Management Technology
Technology	Rationale and Use
Epic	Reading platform. This can be used to assign a student's reading. The platform, first of all, is very user friendly. This website not only gives students access to books but gives teachers access to engagement, hours read, and number of books reading. This data helps create more informed follow up conversations with students and families based on how much students read and what they like to read. Maybe we can see there is a genre they spend more time on that can spark interest in specific assignments geared towards that genre. This helps with engagement and tracking student learning and progress, which influences how we design and execute reading activities in the classroom.
ManageBac	Connected directly to the IB curriculum which links learning standards, curriculum, and the day-to-day learning design all in one place. This platform has a calendar function (which helps students be prepared for what’s coming as well as teachers) and creates collaboration opportunities between students/teachers and between teachers. Students can create portfolios directly on the platform which helps them organize and stay on top of their work they are presenting. This program also supports differentiation which is essential to providing students with different needs with a positive and attentive learning experience following the same standards and curriculum. Differentiated learning increases engagement and motivation because it individualizes the learning process and puts students first.
TeacherEase	This software program includes data and analysis programs which helps follow through with student learning to follow up with students and families on progress and assessments. Having access to presentable models helps us with the analyzing process which is just as important as having the data. This website also creates “I can” statements for students based on standards which makes the standards transparent and part of the norms and culture of the classroom environment. It also helps with rubric design and implementation which is essential to creating a path in which students can follow individually or with peers and succeed with.
Technology for the Online Classroom:
Classroomscreen	Great application to project on the screen to be sharing multiple tools for monitoring student activities and behaviors in an engaging and simultaneous way. One example is the built in timer which can be used with the green light and a picture in the back related to the theme. This gives students cues that allow them to reflect on and control their own behavior. I have used this primarily in a virtual environment because it focuses student’s attention on the screen in one place with multiple functionality while providing opportunities to be independent in a successful and guided way.
Wheel of Names	I think this is a fun tool that I would love to incorporate into virtual group classes because it creates a new way for students to engage without the teacher calling on them or them raising a physical/virtual hand. This livens up the dynamic and eliminates bias. This is a quick projection that can be easily stopped and transitioned away from so it does not overly side-track students. It also creates another method of students seeing each other’s names on the screens, as opposed to only seeing their names on the Zoom screen and I think this is a very positive part of the virtual environment because in person the students wouldn’t “see” one another’s names in the same way. This can help to create community and opportunities for connection by encouraging students to use each other's’ names too.

7. Communicating With Families:

 Use the box below to describe tools that you would use to communicate regularly with families about students’ progress, achievements, or behaviors?

Family Communication
Tools for Regular Communication: What tools will you use to ensure that you regularly communicate students’ progress, achievements, and behaviors to families?	Online academic platform with parent access such as ManageBac (IB curriculum) or Google Classroom. I would point parents towards specific data or assignments to try to minimize micromanaging culture especially for older students   Parent conferences in person and via phone call to address behavioral issues in the moment once reviewed with other school professionals to come up with a joint plan for addressing behavior and to understand more why the behavior is happening  Classroom blog with achievements and progress for students to publish best work for the purpose of sharing. I think it’s important for students to have a place where they are purposely sharing their work for their parents in addition to have families check their homework online Parent assembly and follow up email to give families an expectation of calendar and plan for year with learning objectives and norms as well as goals for classroom climate to set clear expectations for learning and learning environment
Reporting Requirements for Suspected Child Abuse:	Report to school leadership and counselors with consistent information to get necessary legal and emotional support without making contact with the perpetrator or drawing too much attention to the child Act as a listener to the child through guiding non-judgemental questions that do not put into doubt the validity of the child’s experience Report to medical professionals through school or close school contacts with necessary leadership and paperwork to ensure confidentiality