During my student teaching, I was impressed with how the classroom was a very positive place for learning. I wasn’t there at the beginning of the year when the teacher set things up, so I’m wondering what to do when I get my first classroom.  —A., Massachusetts

I’ve had the opportunity to visit scores of classrooms (elementary and secondary), each of which had its own atmosphere or “vibe.” Some were relaxed and joyful. In others you could cut the tension with a knife. Some had stability and order based on established routines. Others were chaotic or highly regimented. Some were safe, attractive, and conducive to learning, while others were cluttered, stark, or (in some cases) unsafe.

The positive environment you experienced did not happen overnight or by chance. Ask your cooperating teacher how she organizes the classroom before the school year starts. Pick her brain about the kinds of strategies she uses with students to provide the kind of environment you experienced.

Keep in mind that when you get your own classroom, you’ll have a unique combination of students, facilities, resources, school culture, and administrative requirements. No matter what (if anything) you inherit from your predecessors, from the very first day you will be the one who establishes the classroom environment. You’ll find your classroom evolving as you gain more experience and try new strategies and arrangements.

Rather than using a checklist of to-dos, it may help to consider your classroom as an ecosystem—interactions between the living and physical components of a place. As with an ecosystem in nature, the classroom will change with inputs to the system. An administrator may have new requirements, you might teach different subjects or grade levels, the students are different each year (or each class period), there will be changes in the curriculum and materials, and you’ll get new ideas from feedback, professional development, and your own reflections on your experiences. Even things like size, temperature, noise level, and time of day may influence interactions in the classroom.

In a classroom ecosystem there are living or social interactions between teacher–student and student–student. The type and quality of these interactions depend on the age of the student, the experience level of the teacher, and the personalities of all. The social components of the ecosystem (teacher and students) interact with the physical ones—the classroom’s physical layout, facilities, and organization. The teacher and the classroom may be in place for years, but the students change, every class period or every year.

The social environment

A well-organized and attractive classroom is not enough. The relationships between the people in the room are a key component in the classroom ecosystem. Establishing mutual respect, ownership, and routines is important to these relationships but takes time and effort on the part of both the teacher and students.

Respect: I could never identify with the cliché, “Don’t smile until Thanksgiving.” I genuinely liked my students and used the mantra “fair, firm, and friendly” as a guide. You can’t assume that students will know how to communicate respectfully or work cooperatively. They may need lots of modeling and practice.

Getting to know your students is a form of respect for their interests and individuality. This can be difficult at the secondary level where you come in contact with 100+ students every day. (See the blog Connecting with students).

Even on the first day of school, you’ll notice how each student brings a unique combination of knowledge, skills, and experiences to the classroom. As you get to know your students, use your awareness of their differences to enhance student engagement in learning activities. (See the blogs Everyone Gets a Chance and Organizing Students for Learning.)

Ownership: It is important for students to have a sense of ownership in both the physical classroom and in the learning activities. This requires the teacher to allow student input into the choice of classroom activities, classroom management, due dates for activities, and routines (keeping in mind that the ultimate decisions are made by the authority in the room—the teacher). Most students enjoy seeing their work displayed in the classroom, and this is an easy way to use bulletin board space. (See the blogs Displaying Student Work and Putting Science Words on the Wall)

Routines: Routines describe a desired way to perform everyday tasks. Having routines in place frees up more time to spend on important discussions and activities, rather than dealing with disciplinary or logistical issues. For example, for the beginning of class, post an agenda with what the students needed for the class (laptops, notebooks, textbook, pencil, assignments to turn in, and so on) so they can get ready for class (while they socialize a bit). “Bell-ringer” activities also focus the students’ attention. End each class with a summary and a preview of coming attractions before the students leave the room.

The procedures and routines are also a part of a safe learning environment. The ultimate goal of using routines is self-reliance: students know what is required and they have the skills to meet these requirements. With enough modeling and practice, students can internalize these so they know what to do without your giving specific directions. (See the blogs Chaos vs. Routines and Lab Management.)

See part 2–Classrooms as ecosystems: The physical environment

Photo: https://www.flickr.com/photos/ableman/334891088/