Plan for Managing the Learning Environment

1. Classroom Culture and Climate: Write a reflection on what you think constitutes a positive classroom climate. List 3-5 strategies that you would like to try in your classroom. The strategies should rely on professional learning communities and address the physical, social, and emotional needs of the whole child. 

Classroom Culture and Climate

Reflection:

For me, a positive classroom climate is one where students feel comfortable, are actively participating by sharing their ideas and answering questions, and are enthusiastic about learning.

Strategies for Positive Classroom Climate

• SEL focus- actively encouraging self-awareness, self-management, responsible decision-making, relationship skills, and social awareness through activities and conversations (Getting Smart, 2018).

• Encouraging collaboration- through group work, team games, and reminders about sharing.

• Get to know students and let them get to know you (Erwin, 2023)

• Address students’ needs- for me, as a home-room teacher, it’s important to do this throughout the day and during class time (Erwin, 2023).

Strategies or Modifications for Virtual Learning Environment

• SEL focus- actively encouraging self-awareness, self-management, responsible decision-making, relationship skills, and social awareness through conversations (Getting Smart, 2018).

• Encouraging collaboration- through group work that can be done during or after the lesson

• Get to know students and let them get to know you (Erwin, 2023)- this can be done by talking about what they have done that day or something like a highlight of the week or weekend.

• Actively use the Internet- use sites for games, quizzes, and videos that would interest your students to encourage engagement and enjoyment in learning. This could include individual work or small group/whole class work. (Jones, 2020).

1. An Information Intensive Environment: Creating an information intensive environment, including a variety of print and digital texts that are developmentally appropriate for your students can enhance student vocabulary and contribute to a positive classroom climate.  In this section, outline the steps that you will take to create a developmentally appropriate information-intensive environment. Then, write a brief reflection on how your information-intensive environment will impact your classroom climate.

Information Intensive Environment

• Differentiation 

• Providing appropriate texts for each student

• Reading aloud (Diamond & Gutlohn, n.d.)

• Word games and activities 

• Discussions 

• Provide multiple exposures to vocabulary (Bergman, 2024) for example, in books, conversations, etc. 

How will your information-intensive environment impact your classroom climate?

• Tailoring materials to individual levels and abilities promotes active student engagement in the learning process.

• Encouraging conversations and discussions allows students to learn from both their teacher and peers, fostering interaction among classmates.

• Incorporating educational games not only adds a fun element but also provides collaborative opportunities for students to reinforce existing knowledge and acquire new skills.

• Supporting diverse learning methods helps students enjoy the learning journey and maintain enthusiasm by presenting new engagement possibilities each day.

1. Classroom Norms and Behavior Expectations: Classroom norms are the foundation of a safe, engaging, and student-centered learning environment. List 3-5 clear, concise, and positively framed norms and expectations that will guide the learning environment.

2. Universal and Simple: Focus on some themes or big ideas that might include respect and integrity. Do not include every possible rule or policy you might need; rather generate a few overarching norms that encompass many rules. 

3. Positive: Norms are positive statements about what students and teachers do to learn and collaborate effectively. Avoid negative norms (i.e. “Do not…” “No…them ”).

4. Collaborative: Involve your students in developing and discussing norms and expectations. This allows them to contribute and gives ownership of the class.

Classroom Norms and Behavior Expectations

• Be respectful (this means listening when the teacher or other students are talking and not laughing at others’ mistakes or stories, instead actively listening and supporting/correcting peers and holding each other accountable. This leads to a feeling of safety and can build students confidence. When students actively listen they get a better learning experience; less time wasted and more knowledge gained.)

• We walk in the classroom (physical safety: walking ensures that no accidents happen like colliding with something or someone which can happen when running around.)

• We take care of our classroom (this means using materials properly and cleaning up after ourselves. Doing this means we get more use of our materials and the classroom is free of clutter which may be a hazard or get in the way of mental clarity. Taking care of their environment also teaches children responsibility.

• Be kind (take care of yourself and others, help others in need, be nice, comfort someone who is crying if you can. This creates a positive community in the classroom making everyone feel safe physically and emotionally. 

• We are self-aware (be aware of your behavior and how you treat others, be aware of your tone and volume (yelling), respect the physical space of others (don’t put your hands on someone, even hugging without permission), don’t push or shove. Self-awareness is important for positive development and allows others to feel safe around you) 

• We are responsible for our learning (we are open to learning, we try our best, we ask questions, we answer questions, we are not disruptive, we work well with others. If students are all responsible for their learning, it creates a positive learning environment that allows everyone to explore knowledge and be confident in what they know). 

Strategies or Modifications for the Virtual Learning Environment

• Be respectful (this means listening when the teacher or other students are talking and not laughing at others’ mistakes or stories, instead actively listening and supporting/correcting peers and holding each other accountable. This leads to a feeling of safety and can build students confidence. When students actively listen they get a better learning experience; less time wasted and more knowledge gained.)

• We are responsible for our learning (we attend class on time, we are open to learning, we try our best, we ask questions, we answer questions,. If students are all responsible for their learning, it creates a positive learning environment that allows everyone to explore knowledge and be confident in what they know). 

• Be kind (help others in need (during or after class, say positive things, This creates a positive atmosphere making everyone feel supported.

• Be present(ensure the environment is appropriate (as little distractions as possible),turn on your camera and mute your mic when not speaking. If students are present, shows respect and preparedness to learn which leads to a positive classroom climate).

Reflection 

To create a positive learning experience, it's crucial for students to be engaged, self-aware, and respectful towards each other and their classroom. When everyone, including the teacher, fulfills their responsibilities, it fosters a safe and supportive environment where everyone's voice is heard and valued. This positive classroom climate leads to better learning outcomes for all.

1. Routines and Procedures: Clear and consistent routines and procedures assist teachers in managing their learning environment effectively. List out your top 3-5 routines and procedures that you would implement in your own classroom. Following a routine lets students know what to expect each day in class. While moving away from the routine periodically can be effective for special days, doing it often causes students to be unprepared. (Add more rows as needed to the table.)  Include modifications that you would make for situations when students don’t adhere to a particular routine or procedure. 

Clear Routines and Procedures
Situation	Steps (and Modifications, if any)
Entry Routine	Enter the classroom and put your bag down Take your water bottle out of your bag and place it on the rack Change into your body warmer after taking off your coat. Make sure to properly hang your coat in the designated area and secure it by zipping or buttoning it up. Please switch to your indoor footwear. Once you have completed those tasks, head into the classroom and look for something to work on, ask one of the teachers if unsure
Begin English Class Routine	Once you're done with your afternoon snack, head over to the learning area. Please locate your designated seat by finding the name tag on the chairs and take a seat.  Make sure your seat is positioned correctly by aligning the back two legs with the green line. To ensure adequate space between you and other students, swing your arms between the seats. If you find it difficult to move your arms freely, it means you are sitting too close.  Remember to participate actively and listen intently, while ensuring that you enjoy yourself!
Transition to Outdoor Play Routine	After the lesson ends, please wait for the teacher to dismiss you before putting away your chair. Please change into your outdoor shoes and put on a body warmer if you are not already wearing one. If you are one of the class captains, kindly take the basket or water bottle rack outside. Once you're prepared, please head outside the classroom and form a neat line.
Exit Routine	After the final lesson comes to an end, please wait for the teacher to dismiss you and prepare to go home. Please put away your chair and then go switch to outdoor shoes. Put on your coat and hang up your body warmer. Don't forget to secure it by zipping or buttoning it up then put it in its designated place. Drink water, place your water bottle securely inside your bag, zip up your bag, and proceed to join the line outside.
If students divert from routine: Set up visual cues (posters) for some routines (i.e. exit and entry). Draw student's attention to the posters. Do a check by asking, “Did you…” (my students sometimes forget to take out their water bottles until later when they need to drink water).
Routines for the Online Classroom:
Beginning the lesson routine	Make sure to check your surroundings for any distractions before turning on your camera and audio. It's important to have an appropriate environment to avoid interruptions. When you are prepared, please switch on your camera. Don't forget to mute your audio if you are not talking.
Activity transition routine	Please wait for the teacher to provide you with complete instructions for an activity. Once a link has been sent to a particular site, go there directly. Remember to ask if unclear about what to do or how to use the site. After finishing, head back to Zoom and get ready for the next segment of the lesson.
Break-out room routine	Join the instructed breakout room after your teacher has created them. Please review the topic of your discussion once again. Stay focused on the subject matter. Please leave the breakout room when instructed.

1. Transitions: Plan your transitions with a step-by-step process in the table below, and model with students within the first weeks of school. Review and practice these transitions with students after extended breaks, midyear, and anytime you add a new student to your class. Include specific instructions you would use with students with special needs and English language learners.

Transitions
Situation	Steps
Whole group to small group Transitions (call on students with different needs last, so they can see what everyone is doing or usher them to the designated place. Use body language for ELL students. )	Wait to be assigned to your group and position in the classroom Carry your chair to the designated spot Ensure all group members have arrived before starting work Ask the teacher for help, if unclear
Small group to whole group transitions (have some students help those who need the help)	If you finished your work, put your hand up and let the teacher come check When directed, move your chair back to the whole group setting Sit with your group members
Montessori work time to circle time (review this routine from to time, especially if some or the same students do not follow the routine)	When you hear the music, pack up the work you were doing Go drink water Use the toilet  Grab a chair and go sit down at the circle time area
English lesson to Chinese lesson (or vice versa) (direct students to the correct place and have the class captain check the chairs)	Once the lesson has ended, wait for the teacher to dismiss you Grab a chair and sit where the Chinese teacher tells you  If the lesson will be in the same area as the English class was reset your chair according to the Chinese teachers expectation (I have my students put the back two legs on the green line the Chinese teachers have the students put the front two legs on the green line)
Circle time to outdoor play time  (older students help younger students)	Wait to be dismissed Pick up your chair and put it at the lunch table Use the toilet Go change to outdoor shoes Line up outside
Outdoor playtime to return to classroom for lunch (place a checklist in a place they can see)	When you enter the classroom immediately change to indoor shoes Use the toilet Go wash your hands Sit down at the tables
After lunch play time to nap time (review this routine from to time, especially if some or the same students do not follow the routine)	Once the main lights are turned off, clean up the toys Use the toilet Older students – go take your books and lineup Younger students – takeoff your body warmer, jerseys, and trousers Fold them neatly and get in bed
Whole group instruction to desk work (call on students with different needs last, so they can see what everyone is doing or usher them to the designated place. Use exaggerated body language for ELL students.)	Wait for the teacher to ask you to go to the table Take your chair and go sit at the table Once seated, wait for the teacher and for further instructions
Transitions for the Online Classroom:
Whole group screen view to website activities transition	Wait for teacher to explain/show you what to do Check the link in the chat box Go directly to the link Start activity when prompted Ask the teacher if you're having trouble
Website activities to whole group screen view transition	Follow instructions on how to move on (close window or leave open for later use) Return to zoom app
Whole group to breakout room transition	Wait for the teacher to assign you to a breakout room Join the breakout room assigned Ask questions if unsure
Viewing to screen sharing transition	Wait for the teacher to prompt you to share your screen  Ensure your screen is on the desired window before sharing  Check that your mic is on so everyone can hear you speak Share your screen
Passive watching to active participation transition  (e.g. Teacher explaining work to students working)	While watching/the teacher is explaining keep your hands off of your computer  Do as directed  Ask the teacher if unsure what to do
One activity to another transition	Wait for the teacher to properly call an end to an activity  Wait for the teacher to finish explaining what to do before beginning any work  Ask the teacher if unsure

1. Responding to Traumatic Stress: Create a data gathering exercise to understand students’ backgrounds and identify if any of them have experienced traumatic stress. Tip: Previous teachers are sometimes a good source of information. Complete the chart below with possible strategies that you would use for specific types of trauma.

Response to Traumatic Stress
Traumatic Stress Types & Symptoms	Response Strategies
witnessing domestic violence: hyper-vigilance	Provide a routine Create a tranquil classroom environment
divorce: being disruptive, lack of focus	Pay extra attention to the student Provide additional support Provide opportunities for them to be in control/in charge
bullying: uncharacteristic aggression	Provide a safe space for them to be heard Create firm, but fair, behavioral rules, and boundaries
poverty: poor academic performance	Provide one on one tutoring  Organize peer support Differentiate instruction
loss	Make the environment predictable Provide students the opportunity to talk, or write about their trauma Answer any questions, truthfully, and simply
References DomesticShelters.org. (2023, August 11). 18 Ways to support children who witness domestic violence. https://www.domesticshelters.org/articles/childhood-domestic-violence/18-ways-to-support-children-who-witness-domestic-violence Knightsmith, P. (2023, August 24). Top 10 tips for. . . Supporting bereaved students. SecEd. https://www.sec-ed.co.uk/content/best-practice/top-10-tips-for-supporting-bereaved-students/ https://padlet.com/austinhenryhilliard/cohort-traumatic-student-behaviour-6b2f8pvab6ms0y6z

1. Technology Tools: Technology can improve the way you manage the learning environment by helping save instructional time, track trends in student behavior, create lines of communication with families, and even empower students to take leadership roles. Integrate some technology tools for managing the learning environment in a physical and online classroom into this planning document and explain how you plan to use each. 

Management Technology
Technology	Rationale and Use
Classroom screen	The site uses a white board to keep students engaged by using displayable widgets to help the class stay on track. I would specifically use the timer and the poll.
Class Dojo	I recently started ClassDojo to award points to students for staying on track and participating consistently. My class is also split into two groups, the younger students and the older students so I have teams and score them like that as well. Then provide some rewards for the best team and students.
Wheel of names	I frequently allow those who raise their hand and provide a complete sentence to go first. However, this results in the same students always being chosen first. By using a name generator, the order of participation can be randomized, ensuring fairness and preventing any feelings of unfairness.
Kahoot!	Kahoot! is an excellent tool for interactive games and quizzes, which can save time in preparation and maintain student engagement. This, in turn, reduces the effort needed to regain students' attention and keep them focused.
Eduaide.ai	I've incorporated AI into my lesson planning. It has been a time-saver by generating various activities and outlining the specific sequence for each unit. This enables me to allocate more time to important tasks like differentiation, enhancing the effectiveness and inclusivity of my lessons for all students.
Technology for the Online Classroom:
Jamboard	The website provides an engaging method to initiate a discussion, conduct an icebreaker activity, or cooperate to exchange information in a virtual classroom setting. Additionally, I believe it could offer a pleasant break for the mind, allowing students to draw while conversing about casual subjects, such as their weekend activities
Padlet	This tool enables students to collaborate in real-time, allowing teachers to monitor their progress and provide immediate feedback. Padlet also fosters creativity among students, encouraging collaborative efforts to produce visually appealing work.

1. Communicating With Families: Use the box below to describe tools that you would use to communicate regularly with families about students’ progress, achievements, or behaviors.

Family Communication

Tools for Regular Communication: What tools will you use to ensure that you regularly communicate students’ progress, achievements, and behaviors to families?

WeChat (best for immediate communication, it is an alternative to email. For day-to-day communication about any problems that may have occurred during the day or communication that requires instant feedback) Seesaw (I would use this website to regularly upload content such as pictures and lesson plans. This way, parents can stay informed and keep track of their children's learning progress in real-time)

References 

Bergman, R. (2024, February 6). 5 Essential strategies for teaching vocabulary. The Flocabulary Blog. https://blog.flocabulary.com/best-practices-k12-vocabulary-instruction/

Diamond, L., & Gutlohn, L. (n.d.). Teaching Vocabulary | Reading Rockets. Reading Rockets. https://www.readingrockets.org/topics/vocabulary/articles/teaching-vocabulary#instruction-for-english-language-learners-ells

Erwin, J. C. (2023, December 12). 10 Ways Teachers Can Create a Positive Learning Environment. Free spirit publishing. https://blog.freespiritpublishing.com/ten-ways-teachers-can-create-a-positive-learning-environment

Getting Smart. (2018, August 26). Getting Classroom Culture Right with Practical SEL. https://www.gettingsmart.com/2018/08/26/getting-classroom-culture-right-with-practical-sel/

Jones, R. (2020, March 6). How to use online learning to increase student engagement | GoGuardian. https://www.goguardian.com/blog/5-ways-teachers-can-use-online-learning-to-spark-remote-engagement