Level 1

When structuring a learning environment and ideal learners, it all begins with the foundation. Below are some strategies that will be used to ensure that the classroom becomes a community where all students feel safe.


1. Setting classroom norms with students - It's important to to include a certain degree of autonomy within the classroom. One of the best ways to achieve this is through setting classroom norms in collaboration with the students. Allowing students to be a part of this process functions similarly to the principles of democracy and egalitarianism. Students need a say in the governance in the classroom, and when they have a say in the governance it gives them a voice and increases accountability because these are norms that they dictated themselves. (Ford & Forman, 2006).

2. Room arrangement - There is an interesting phenomenon that exists within classrooms: we tend to borrow seating arrangements from places like airplanes or movie theaters. The strange aspect about this is that neither of these settings are particularly conducive to a community. Movie theaters are silent, and loud passengers in an airplane are looked down upon. When arranging the room, it is important to arrange it a way that increases the likelihood of collaboration and the creation of community. This classroom makes use of group seating to create an environment where students are encouraged to collaborate and learn with their peers.

3. Seating chart, or lack thereof - The use of a seating chart largely depends on the components within the classroom. The use of a seating chart, or oppositely, the decision to not use a seating chart is something that can be agreed upon within the classroom norms. Largely, students prefer not to have seating charts, but this privilege comes with responsibility. When students start neglecting their responsibilities within their seats, that is when the privilege can be removed. Standards need to be set to establish appropriate behavior in the absence of a seating chart. At the same time, a seating chart can be an extremely useful tool in breaking down barriers by creating an inclusive community where all students feel comfortable interacting with each other.

4. Team building activities - Students love learning about themselves, in fact everyone enjoys learning about themselves. This is the reason for the proliferation of things like DNA testing to find ethnic origins. If you structure activities wherein students learn about themselves, but by extension also learn about their peers, a community can be created. Team building activities like personality tests where students form groups with those of similar personalities allows students to learn about themselves but also become cognizant of others' personalities in the classroom (Scarlett, 2015).

5. Economic equity - In school, situations can arise where economic disadvantages can prove a hindrance to learning. Establishing a classroom that is economically equitable helps remove any sort of learning barriers and allows students to feel safe in the community. Providing access to reading materials, computers, etc. allows economic disadvantages to be downplayed and an emphasis to be placed on learning. (Equity of Opportunity)

6. Reinforcing positive behavior - A classroom that prides itself on community is a classroom that reinforces positive behavior, rather than fixating on negative behavior. This is a sort of reversal of typical classroom interaction, wherein negative behavior is fixed, but by reinforcing positive behavior you are setting a standard for positive behavior, as opposed to setting neutral behavior as the accepted norm (Denton, 2018).

7. Classroom relevancy - Establishing a classroom that is relevant to students creates an environment that students want to be a part of and participate in. Relevant content creates classroom engagement and gives students a reason to care about the community they have fostered.

Denton, P. (2018). The power of our words: teacher language that helps children learn. Turners Falls, MA: Northeast Foundation for Children, Inc.Ford, M. J., & Forman, E. A. (2006). Chapter 1: Redefining Disciplinary Learning in Classroom Contexts. Review of Research in Education, 30(1), 1–32. Equity of Opportunity. (n.d.). Retrieved from https://www.ed.gov/equity. Scarlett, W. G. (2015). Community Approaches to Classroom Management. The SAGE Encyclopedia of Classroom Management, 166–171.