Chris Frost - Establishing a Positive Classroom Climate - M4U1A3

Each person has a unique cultural background.  My maternal grandparents immigrated to the United States from Slovakia for a chance at a better life.  My maternal grandfather, who was born in Lithuania, fought in WWI.  Later, he immigrated to Akron, Ohio area where jobs in the rubber factories were plentiful.  Though my grandparents died when I was very young, they helped shape me.  Customs and traditions were passed down that are still celebrated today.  For example, Christmas Eve wouldn't be the same without sharing the Christmas wafer or oplatek to signify the end of Advent.  That is followed by a traditional meal of pea soup and pierogi from my mom's side.  My dad's side keeps our bellies full of foods like kugelis and potato pancakes, and family gatherings include stories about what life was like growing up in the home of poor, but hard-working, immigrants.

As educators, the cultural background of our students is just one part of what makes them unique.  In addition, our students come from a wide range of socioeconomic strata and religious affiliations.  They have varying interests, hobbies, political views, sexual orientations, and gender identities.  Each day, I get to welcome 24 students into my classroom who enrich my life and the lives of others.  They teach me patience and acceptance, and I love them for their uniquenesses.  

I was raised in a small town in Ohio with little diversity.  Sometimes, a lack of diversity can lead to a close-minded mentality.  I am thankful that my parents raised me to be open-minded.  Growing up, I really had no idea how my parents felt about people of different ethnicities, religions, sexual orientations, etc.  I was raised to treat all people with respect and dignity, which is what I still strive to do.  My husband, on the other hand, was not raised in this manner.  His family, both immediate and extended, is very close-minded when it comes to some of humanity's uniquenesses.  Thankfully, my husband was able to form his own opinions but, all too often, this is how intolerance infects and spreads.  

First and foremost, my students need to feel safe in the classroom.  If my classroom is thought of as a hostile environment, their focus will be on survival, not learning.  I accomplish this by welcoming them warmly each morning.  As they are entering my classroom, I make positive comments on their sense of style, hair, smile, etc.  If I know a student had an extracurricular activity the day prior, I will ask how it went.  When I sense that a student's morning has started on the wrong foot, we talk about it.  This often has a calming effect that leads to a more productive day of learning.  All of these actions exhibit care and concern for students, which help establish a positive classroom climate.  

I've always felt I have a good sense of humor, which I like to include in my teaching.  I'm not sure if they are laughing with me or at me, but I feel it's an effective way to establish a positive classroom climate.  For example, my predecessor was somewhat of a packrat.  I would never say that to my students, of course, but I inherited 27 years worth of "treasures" when she abruptly retired.  I'm not kidding when I say that I have about 1,500 pencils that she had scattered about the room.  I consolidated them into a very large clear container that is in plain view. When students tell me they need a pencil, with a very straight and concerned face, I tell them I'm very afraid of running low.  I look at them, then at my container, and back at them.  The looks I get from them are priceless.  I finally tell them that I think I can spare just one, but they really need to conserve it 😜.  Using humor helps humanizes teachers, which I feel is necessary for some students to feel a connection.  

I teach in a town that is even smaller than my hometown in Ohio.  Diversity is minimal, but we do have a nearby Army post and Air Force base, which bring in students from different parts of the country and world.  Also, we are located about 75 miles north of the U.S./Mexico border, and many children with family and cultural ties to Mexico attend our school.  One of my students, Ruben, moved here in kindergarten and started school with no knowledge of English.  Fast forward to third grade and he is at the top of his class 😀.  He's a hard worker, respectful, kind, helpful, etc.  At conference time in March, Ruben asked if an interpreter might be available for his mom and grandmother.  It hadn't even occurred to me that his family didn't know how to speak English.  This is one reason why getting to know your students and their families, and learning about their culture, is so important.  I took over mid-year and this wasn't on my radar.  I now feel so much more equipped for next school year.  In the end, I arranged for a Spanish-speaking school employee to act as an interpreter during our conference.  It worked out great and all parties were happy and smiling throughout.  By doing activities at the start of the year to learn about my students' families and culture, I will be able to call upon resources early, if needed, to communicate with parents.  Get-to-know-you activities could be used to gather information about students, their families, and culture.  Thinking back, I worry that Ruben suffered undue stress thinking about how his family would be able to interact with me.  Since taking the necessary steps to build a bridge between home and school, Ruben feels more at ease, which had led to a more positive classroom climate.  

One thing I would love to do next school year is have each student, at some point during the first quarter, tell about their cultural background. A note with guidelines would be sent home with students so that it becomes both a family and classroom learning experience.  Family members would be encouraged to participate, if desired.  This type of activity could serve as a geography lesson, as well as pique their interests and promote acceptance.  Also, because I give my students a lot of free time to read, my classroom library would be full of books about the various cultures represented in the class, plus other cultures.  This will help students connect to one another and to the world around them.  As cultural holidays happen throughout the school year, we will discuss and celebrate them.  

Again, students in my classroom need to feel safe for learning to be at its peak.  One of my biggest obstacles this year has been a bullying and behavioral issue with one of my students.  This student has a history of being physically harmful to students and disruptive in class.  His actions often take place when teachers aren't looking, so it's difficult to catch him in the act.  His parents feel that many of the accusations against him are false because he denies any wrongdoing.  Because the issues aren't being addressed at home, I feel my approach at school needs to change.  This student's mother is very outspoken and often does the talking for her children.  I often wonder if his actions at school are partly the result of him feeling like he doesn't have a voice.  My goal is to give him a voice by calling on him more often to answer questions and read aloud.  I also plan to entrust him with classroom responsibilities that make him feel as if he is a contributing member.  I will ask for his advice on various matters to give him a sense of ownership in the classroom.  Rather than having him sit alone in the classroom, as previous teachers have done, I have seated him in a preferred group.  It is important that he learns how to work with others in a positive manner. Knowing that he is playing baseball, I will become more familiar with teams and rankings so that I can relate to him on something of interest to him.  Perhaps I will even attend one of his baseball games to let him know I care enough to take interest in his extracurriculars.  My feeling is that his issues stem from a lack of control in his home life, which he takes out on others at school.  He exhibits power and control over others, often those weaker than him, because he doesn't have any decision-making power at home.  My approach will help him build confidence, which will hopefully lead to more positive interactions with others and less disruptive behavior in class.  I have known this student since preschool and do care for him greatly.  There is goodness in him, but it is often overshadowed by his hurtful and disruptive actions. In the brief time I have left with him this school year, I want to take a different path.  Through positive reinforcement, I want to help build his confidence and hear his voice.

As my parents taught me, I strive to treat all people, including my 24 students, with respect and dignity.  I do this irrespective of gender, ethnicity, socioeconomic status, etc.  I strive to be fair and equitable in all I do, which may be the most important component of establishing a positive classroom climate.  My hope is that they see me as someone who is caring, concerned, and loves them for their uniquenesses.