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Week 2: Classroom climate, culture and communications (Classroom Climate…
Week 2: Classroom climate, culture and communications
AITSL Standard 3.5
(AITSL,2020)
Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
Classroom Climate
(Nobile et al, 2017)
Definition
Refers to the prevailing mood, attitudes, standards, and tone that you and your students feel when they are in your classroom
Relationships
Teacher support- academic, social, and emotional support, genuine intrest in student welfare
Peer support- students offer social and academic support to one another
Teacher respect- teacher shows and models respectfulness to students, expected to be reciprocated
Peer respect- respectful of one another
Acadmic Goals
Academic focus- students are driven to acheive their best
Quality teaching- students who are interested in their work are often engaged in tasks and motivated
Order and Control
Classroom culture- students know the rules and procedures and know what to expect in they misbehave
Organisation- the classroom is well organised and the physical environment is pleasent
Classroom Culture
(Nobile et al, 2017)
Definition
Involves creating an environment where students feel safe and free to be involved. It's a space where everyone should feel accepted and included in everything
How to develop
Building an agreement
Choose your approach to decision maling
Choose your approach to reasoning
Devlop a values statement or main rule/ develop the principles, behavioural descriptors or specific rules
Develop consequences or due process
Teach the agreement
Implement the agreement
Monitor and review the agreement
Procedures
Gaining student attention for instruction
Gaining student attention for behavioural prompting and cueing
Student gaining teacher attention
Group and whole-class movement
Transitions between lesson segments and lessons
Context-specific procedures
Key Elements
Theoretic- Values, beliefs, and expectations
Praxis- Classroom ethos, rules, and rituals
Operational- Routines and procedures
Values-based Approaches
Values should underpin the rules, routines and procedures
Values can be used as the classroom rules and remind students of the standards of behaviour expected of them
Communication
(Nobile et al, 2017)
Verbal
10C model of communication- Sender, receiver, channel, message, feedback, functions, features, noise, internal and external environment
Active listening
Open questioning
Asserting and I-messages
Negotiating
Non-verbal
Facial expression and eye contact
Gesture, posture and positioning
Proximity and touch
Refers to any meaningful aspect of a message other than the spoken or written word
Questioning
Allows for a teacher to gain an insight into what a student knows
Can be used as a preventative strategy by ensuring students are engaged in the class
It can provide deeper thinking and understanding
Tan et al. Reading
Strong teacher-student relationships lead to a stable learning environment, positive school adjustments, academic growth, and desired student behavioral outcomes
Centered in the attachment theory (Bowlby 1969), the attachment perspective has conceptualized teacher–student relationship as an extension of the parent–child relationship
Teachers need to continuously improve their interpersonal skills to communicate effectively with their students
4 key domains to become socially effective: decoding social cues, building teacher–student relationship, managing teacher–student relationship, and Influence teacher–student relationship