"Teachers provide a social and intellectual environment in which
students can learn." -James MacGregor Burns
I still haven't reached the point where I know exactly how I want to do this, but I'm starting to get a general idea. When we ranked the four components in class on Monday in order of importance to us, "Time" was #1 on my list. But now I'm beginning to lean more towards "Ambience." No matter how well you manage your time, if your classroom doesn't make your students feel welcome and open to share their thoughts and ideas, then you aren't doing your job as a teacher. I believe it's extremely important to encourage your students to participate in class ... and make sure they feel comfortable doing so!
As a middle school teaching in-the-making, I realize the importance of making my students feel comfortable being themselves in the classroom. When I look back to my middle school years (ages 11-14) I remember those being some of my most uncomfortable years. Kids at that age are dealing with so many strange feelings/emotions/hormones. Most of them are uncomfortable enough as it is just trying to "fit in" with their fellow peers. As a teacher, role model, guidance counselor (whatever you want to call this profession), I think it's important to help my students feel comfortable being themselves in the classroom. Don't we as teachers play a somewhat significant role in shaping what kind of person they become in high school and the many years to follow? Why not start instilling in their heads that it's ok to be yourself and that there's nothing wrong with sharing your thoughts and ideas with your fellow peers?
I guess I should explain how I plan on allowing my students to feel comfortable and feel the whole "positive ambience" of my classroom. I'd begin on the first day of class, by stressing the fact that I encourage openness, constructive criticism, and questioning of any kind. I'd also take into consideration any suggestions or ideas they may have on how to make my classroom a more positive environment. The book gives a good example of asking students to share music of personal significance to start they day. I believe you can learn a lot about a person from the music that's important to them. Decorating the classroom with student projects and art is another way to add a positive feel. Even putting up photos of students at work (when appropriate and permitted, as the book states). Also, having a "theme" in the classroom adds to the ambience and making sure to update that theme occasionally is important.
So to sum everything up, my feelings on which learning environment component is most important has changed a bit. I believe having an open and welcoming classroom is most important in the entire "feel" of the classroom. And I think that idea fits best under the "Ambience" component of the classroom learning environment.
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6 comments:
I agree with your train of thought on ambience. I applaud your comment that you want to ensure that your middle schoolers "feel comfortable being themselves in the classroom." This is such a difficult age. We need more teachers with your high standards.
i think that music sharing is a great idea. it would be a good way for you to share your musical interests with them as well. when i was in middle school i think i liked mostly what my friends and parents liked. if you can get them to think about the lyrics as well as their peer-influenced ideas that could be the beginning of a good project.
Trying to rank time in that list is like trying to rank the importance of oxygen in the classroom. If you really think about it, time is the only resource in the list over which we really have no control. So yes, I agree we should spend most of our efforts on "ambience." Physical space and resources is more dependent on budgetary factors, etc. Whereas the atmosphere or mood of the room is definitely the vehicle through which we can make our biggest impression upon our students. Just be careful not to go overboard with the 'comfort thing.' If you don't set up some clear boundaries you'll be setting yourself up for behaviorial problems which leads us to our next chapter........
Mark...
Believe me, I know to set some boundries or else there could be some problems. Thanks for the comment though!
Yeah, I know that Matt.
I'm trying to take Dr. Scott's suggestion and keep this from being too much of mutual admiration society.
Thanks for sharing your "evolution" with us; I am so happy to see that you feel "comfortable"(hee hee) in changing your mind and exploring ideas to develop what "fits" for you. That's a process which, truthfully, should never end.
When I look back to my middle school years (ages 11-14) I remember those being some of my most uncomfortable years. Kids at that age are dealing with so many strange feelings/emotions/hormones. Most of them are uncomfortable enough as it is just trying to "fit in" with their fellow peers. You are so right about this. Richard LaVoie shares a real gem of adolescent psychology: Adolescence is a 24-hour-a-day, 365-day-a-year effort to not be embarrassed. And it seems like it's even harder now than ever. "Don't we as teachers play a somewhat significant role in shaping what kind of person they become in high school and the many years to follow? You'd better believe it. More than they will ever let you know, in most cases. Why not start instilling in their heads that it's ok to be yourself and that there's nothing wrong with sharing your thoughts and ideas with your fellow peers? Wouldn't it be great if they became adults who went on to do this as well?...
I really like your specific ideas, as well--especially the music and art.
And, Mark, while I do agree that we have almost no control over the amount of time we may have in the classroom, we definitely do have some control over the way in which we use the allotted time.
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