Forecast for care and concern

Creating a classroom in which all students know that they are cared for and that someone is concerned about their well-being and education is a goal most educators strive for and one that does not tax them too far beyond the scope of their job, interests and passions.

However, being able to create this classroom climate is a different issue.  Wants/desires v. real life abilities/obstacles can be an uphill battle for teachers - young or old.

Yet it can be done!

I work in a school where I am the odd person out.  I am a Western face in a predominately homogenous Korean environment.  While I do have other Western co-workers and some students come from families of mixed ethnic makeup, it is still easy to feel separated from the norm.

And it can often be difficult to fully understand what is taking place. 

This too is true for my students and how they interact and deal with me.  There are obstacles that block us from fully understanding one another.  Culture, language and age to name a few.  But provided the right guidelines, rules and consistency a positive classroom climate can be established for everyone.

Below are a few procedures I like to incorporate to lay the framework for creating a positive classroom environment.

1. Determine and develop classroom rules that are simple and easy for students to understand and follow.
1. I have a set list of rules and expectations that I make my students aware of (i.e. no running in the classroom, raise your hand to talk, be quiet and listen to others).
2. I also let my older students work together to brainstorm some rules of their own.  This allows students to feel as if they are personally connected and responsible for the emotional atmosphere and productivity of the classroom.
1. If they create insufficient rules or do not create enough rules, then more disciplinary actions will need to be taken = less time doing the assigned work = less time feeling happy and engaged in their classroom community.
2. Establish a reward and punishment system that is clear and visible for all students to see and be aware of their standings.
1. My students (both grade levels I teach - grade 1 and 4) are very point motivated.  As a result a point chart is clearly displayed on my front board and students operate on a sliding point system.
1. All students start at '1' and their names can be moved up (to 5) or down to "yellow card" (or below depending on the severity of the child's actions/behavior), with everyone knowing that their names can move both up and down throughout the course of the class.  However, at the end of class wherever their name is determines the reward (points) or punishment (a written warning) they will receive.
2. No student or action is unredeemable. Students know that by correcting what they have done, they can elevate their name on the point chart and get themselves out of trouble.  
1. Often times bad behaviors need to be addressed on a class-wide level so that everyone is made aware of what is happening and how the action/behavior is hurting the learning environment for everyone.
2. This is especially true if bullying is occurring!
1. Teasing and hurtful words are not allowed in my classroom.  But I am at a large disadvantage on this front - being that I do not speak the students' native language.  In order to address issues of teasing and bullying I am reliant on students to come forward with the situation and make me aware what is happening. 
3. Learn personal information about each student. 
1. At the beginning of the year my two main walls are blank.  I reserve this space for the students' "About Me" posters. This activity not only allows me to learn personal information about the students but also helps me to be able to make connections with them and have avenues for things to talk about. 
2. I then follow up this activity with a speaking presentation, where students are able to share more about themselves that was not specifically covered in the poster.
4. Gage students' personalities and classroom involvement early so that you can tailor your expectations for them.
1. By doing so you can avoid creating a biased towards they child that they are "lazy or uninvolved".  Instead it could simple be an issue that the child is just shy or feels overwhelmed when asked to participate publicly in front of their peers.  Being aware of each students' behavior and demeanors can allow a teacher to better assess their involvement, learning and needs.  This will then cause the child to feel cared for and connected.  It could open doors to greater learning and nonverbal participation.

By incorporating these small features into my everyday teachings I am able to better connect with my students, assess what is happening, provide support and understanding to each child and be on the look out for emotionally hurtful situations (bullying or student isolation).

This is not as simple or as easy as it seems.  There are still other elements that contradict my best efforts and some students that despite my last stretch of patience still can't seem to turn around and contribute productively to the classroom, but I do try.  And I think on the whole I am doing a fairly good job.  If I can say so myself.  

Personal reflection:

I know from my experience that I need additional study/training in a few areas:

• Patience.  You can never have enough training in patience!
• Consistency.  I occasionally catch myself slipping with being consistent and upholding standards and rules that I have clearly set.
• Behavior corrections for extremely disruptive students.  I struggle here.  A lot.  These children really push me.  I find it challenging and sometimes impossible to be able to turn their negative attitudes around and productively and positively involve them in the class.  I could definitely use more study/training on this issue.  Because ooooh boy... God love them... I do not and I need help!