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Building Safe Classrooms
Section
1
Why Develop Safe Classrooms
Section 2How Do Teachers Build Safe
Classrooms
Section 3Development of Collaborative Partnerships
Conduct
with Students and Parents Section 4How Safe Is Your Classroom?
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Introduction Too many Canadian students are
experiencing frustration and failure in our schools. Given the serious
increase in students who are at risk and therefore have displayed poor
academic attainment or school success, educators need to look beyond
traditional methods of delivery to establish a class climate, which is safe
for learning. Results from a recent study of high school students indicates
that student ability, quality of schooling, student motivation, are all
important factors influencing academic success of at-risk students (Lupart,
& Andrews, 1998). This research
shows that certain characteristics of family, school, and community
environments may alter or even reverse expected negative outcomes and enable
children to demonstrate success despite the factors that put them at
risk. Many youth, even those with
multiple and severe risks in their lives, can develop into confident,
competent, and caring adults. Research
suggests that when schools are places where the basic human needs for
support, respect and belonging are met motivation for learning is
fostered. Reciprocal caring,
respectful and participatory relationships are the critical determining
factors in whether a student learns; whether parents become and stay involved
in the school; whether a program or strategy is effective; whether an
educational change is sustained; and, ultimately, whether children feel they
have a place in this society. Before any of the above can be successful I
have come to realize the importance of fostering a safe classroom. To ensure that feelings of fear,
inadequacy are not embedded in the learning environment teachers need to
create safe place to hear voices.
When a school redefines its culture by building a vision and
commitment to establishing safe classroom, it has the power to serve as a
"protective shield" for all students and a beacon of light for
youth who have poor self-esteem, learning disabilities and/or who come from
troubled homes and impoverished communities.
As a teacher, teaching so that all students can create meaningful
learning will be a daily endeavor that I will strive for, but before I even
attempt to climb that hill I will ensure that my classroom is one that is one
which fosters, most, if not all, elements of a safe classroom and therefore
encourages risk taking, a mutual level of respect and allows for hearing the
voices of my students. This Web page offers information as to how
schools can play critical roles in this process of development by focusing on
typical classroom factors such as: caring and supportive relationships,
positive and high expectations and opportunities for meaningful participation
which is required in order to assist in overall student success. In addition, practical ways to improve class’s climate
or what I call a safe classroom one that enables students to be emotionally
and psychologically safe in order to optimize their learning will be
offered. But before we do this I
will define safe classrooms and discuss what factors need to be present in a
safe classroom, and what instructional support systems must exist. |
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