Learning Environments and CSEL Case Study

Learning Environments

            I believe a positive classroom environment is a vital component of learning. Consequently I feel it is important for teachers to begin building this environment well before students arrive for the first day of class. During my first year of teaching, I am sure there will be some trial and error trying to figure out what works best, but I am hoping to improve my skills of creating an effective learning environment through experience and collaboration with my fellow teachers.

            One thing I would like to do in my classroom is arrange the desks in a way that would create a practical setting for group work and promote focus. In order to do this I would limit the number of desks in a group and try to have all the groups arranged with a clear view of where I will be teaching. Another important factor in classroom environments is to have rules and expectations that are clearly understood. It is important for students to have explanations for rules so they will clearly understand, and therefore be more likely to abide by the classroom standards. One way to do this is to let students help decide on certain actions regarding the rules. For example, the order in which they line up to go down hallways and when they will take bathroom breaks. Also, when students understand what is expected of them they will gain confidence when they behave correctly which will enhance the classroom environment. Furthermore, I want to create a classroom where students feel like they are listened to and supported. In order to do this I would want to encourage questions and respect what students have to say. Sometimes just listening to students can make a world of difference in a classroom environment. When students feel like they are heard a sense of community will begin to develop in the classroom.

CSEL Case Study    

Elementary Education Case Study

You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks. You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members. Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group’s learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations.

            In this instance, Lisa’s behavior is affecting the potential of the group. I think it would be a good idea to find out if Lisa understands the role she plays in the group, and also if she understands the descriptions of the jobs that make her upset. One cause of the problem could be Lisa is not sure what these jobs require and she might think it would be embarrassing to ask questions. Going over the job descriptions could be a first step to try in order to solve the problem. Another way to handle this situation would be to talk to Lisa and let her know when she is finished with the job she does not like she will get assigned a job she prefers. She might change her behavior in order to get to the desire outcome. This would be considered a type of behaviorist motivation because Lisa would be behaving in a certain way to get the outcome she prefers. If things continued the group continued not working together the teacher could contemplate switching Lisa to another group. I think this should be one of the last steps because if Lisa is having problems with the assignment separate from the group they will continue not matter in which group Lisa is placed.