In middle school, one of the most important things a teacher
can do is create a climate of caring and concern in the classroom. A negative
classroom climate can crush learning for the student as an adolescent, and if
the climate is negative enough, can convince some students that they will never
be able to __(fill in the blank)___. It seems like there is so much uncertainty
among 12-14 year-olds. Often these students struggle just to “find” themselves,
let along figure out where they “fit in” in the constantly changing landscape
of school life. Even the lucky ones who kind of feel secure can be uprooted
when someone else changes the rules on them.
Because it is such a challenging time in their lives, middle
school students often take excess stress out on each other—verbally or even
physically. Others give the silent treatment or shun. Friendships are broken,
feelings are hurt, and life is, overall, tough.
All of that is happening before and after my students sit in
my class. So how can I make my class a haven from that?
Also, I teach in China. 80% of my students are ethnic
Chinese and the rest are ethnic Koreans. None of them speak English natively.
Considering all of these variables, how can I create a healthy climate in my
classroom?
As a new(ish) teacher, my short answer is, “good question,
I’m trying to figure it out now…” but as I study and gain further experience, I
have learned some really critical things:
1)
A well-managed classroom is better for everyone,
and management begins even before the first student ever steps foot in the door
on the first day.
For example: how is the classroom arranged? Do I want to
communicate collaborative effort with the seating arrangement? Then it needs to
allow for students to see each other as opposed to only me.
Example two: What are the nonverbal cues on my walls saying?
Do I only have quotes from well-known thinkers from my home country? Or have I
included other regions of the world? Did I recognize the Korean students who
are in the minority in my class? Does everyone feel like this is a place where
we honor great people from all over the world?
2)
10-1 ratio of positive interactions to negative
interactions may be impossible for some students, but it is critical to both
try to reach this ratio, and also to know which students are not receiving this
amount of positive reinforcement.
My students in China are used to being praised for high test
scores and for modeling excellent behavior. This is good. I can also praise for
these reasons. However, what has been fun and challenging for me is to find
other ways to praise. Talented doodler? Creative storyteller? Above average
social/leadership skills? These are all things that students can get in trouble
for here, but I can try to find ways to encourage, because they actually are
valuable skills and should be developed. Even more than that, many of these
students do not perform well on tests and are not used to being praised. A few
kind words go a long ways for some of them.
3)
Consistent consequences are critical
Not only do the consequences need to be consistently
applied, but they also need to be emotionless. Fortunately it only requires 3-5
consistent applications of a rule before the whole class understands it and
buys in. However, if I am inconsistent, the entire year will pass before the
whole class buys in. Some will push the limits, while others will simply not
believe limits exist at all.
4)
Never be afraid to love a child
Some of these students are homosexual, or overweight, or
don’t feel good in their own skin for another reason. A few of them do not have
anywhere to turn for love. It is important that, as a teacher, I can show interest
and concern for each of my students by calling them by name, and learning about
them individually. This is challenging, no doubt—I have over 200 total students—but
it is possible over the course of a semester and I never know for whom this
personal care is critical.
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