1. Classroom Climate in the Second Language Classroom Ways to Improve the Learning Environment By Rachel Connell and Jaclyn McKinney

2. Introduction Providing a positive classroom climate improves second language acquisition, and it is part of the new teacher evaluation Participants will learn specific ways to improve the classroom environment for their students Participants who have relevant backgrounds or experience will have an opportunity to share with each other

3. Agenda Topics to be covered today: Research on classroom climate and language acquisition Requirements of SB-191 for classroom environment Specific ways to improve your classroom climate/environment

4. Overview Classroom climate has a big impact on how well students can learn, especially for language acquisition Research shows how teachers can positively influence their classroom environment by increasing students’ self- motivation, efficacy, and confidence

5. Definitions of Classroom Climate/Environment  School Climate is "the quality and frequency of interactions among adults and students and encompasses multiple aspects of the school's social environment, such as student perceptions of the fairness and strictness of school rules or qualities of student-teacher relations.” Kuperminc, Leadbeater, Emmons, and Blatt, (1997)  Kantorova (1993) defines the school climate as “the perceived reality or basis which can be observed at school” (p. 225). We will use climate/environment interchangeably in the training

6. Student-teacher relationships determine a large portion of how students feel about themselves in the context of learning, and provide an important role in the motivation of learners in general (High & Andrews, 2009). “Students who perceive teachers as creating a caring, well- structured learning environment in which expectations are high, clear and fair are more likely to report engagement in school” (Klem & Connell, 2004. p. 1). Children must develop socially and emotionally in the context of the school environment, and the positive interactions provided in schools can enhance learning, which include academic, social, and emotional types of learning (Maurlanda & Weissberg, 2000).

7. Student Motivation is Directly Related to How They Feel Teachers Treat Them Several characteristics of teachers connect to higher motivation in students. Active listening, positive student-teacher relations, and a mentoring ability all promote students’ intrinsic motivation (Danielson, Wilhelm & Wold, 2010). The warm, caring attitude of the teacher increases motivation, which also promotes higher learning and achievement in students.

8. SB191 Teacher Evaluation on Classroom Environment Teacher Evaluation Measures of Classroom Environment/SB191 2a. "Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers … and The Teacher: Creates a classroom environment that features: Mutual respect; Positive relationships between and among students; Empathy for each student. Creates a classroom environment which values diverse perspectives. Establishes a nurturing and caring relationship with each student.

9. Teacher Evaluation of Classroom Environment…... and Students: Respect their classmates and teacher(s) Engage in respectful and open dialogue with each other and their teacher.

10. Self-Efficacy Theories Further research on motivation in learning involves self-efficacy, which is the idea that students must have a sense of their own ability and strength in learning to complete tasks, and to learn in general. Self-efficacy refers to “self-confidence regarding the performance of certain tasks” (Jink & Morgan, 1999, p. 244). Students’ perceptions of their own abilities and capabilities influence their self-esteem, which in turn influences their success in school (1999). Albert Bandura, a leading psychologist and researcher in the area of social learning theory (Grusec, 1992), explains that students must have a high degree of self-efficacy, or confidence in their ability to succeed. Students who believe they can learn the material based on various factors, will be more successful in learning the subject

11. The Affective Filter Students who have opportunities to learn in a warm, nurturing environment learn the target language more quickly than those who do have such an environment (Krashen, 1988). The Affective Filter: What does it look like in the classroom? How can you tell if students are ready to learn the language?

12. Self-efficacy and Language Learning Student self-efficacy and achievement in the target language improve when teachers used a positive, nurturing approach. “A starting point within the framework is that effective pedagogy constructs an image of the student as intelligent, imaginative, and linguistically talented; individual differences in these traits do not diminish the potential of each student to shine in specific ways” (Cummins, 2009, p. 26).

13. What do students believe about themselves? What do they think about you as a teacher? How do they perceive the classroom environment? How motivated are they? Do they regulate/monitor their own learning? How are we helping them feel supported in the classroom? How are we helping them get motivated? How are we helping students to feel safe in the classroom? Many factors for motivation and learning are out of our control as teachers, but we have the opportunity to influence our classroom environment!

14. Specific Ways to Improve Your Classroom Climate Positive Teacher-student relationships: A. Greet students by name at the door B. Find ways to connect with each individual student C. Promote positive peer relations in the classroom: Kagan strategies

15. Specific Ways to Improve Your Classroom Climate Increase student self-efficacy and motivation A. Learning styles/multiple intelligences (SB191…) B. Student surveys to determine classroom climate C. Observation checklists/teacher behavior checklists D. Have students set language goals; learning target (bubbles)—promotes self-motivation, etc.

16. Helping students set goals helps them take charge of their own learning, increasing motivation (Pintrich, 2000, as cited in Schunk, 2005, p. 453). According to Yang (2008), an important step toward a learner-centered classroom is getting students involved in the learning process, by having them set language goals for themselves Second language learners acquire motivation on tasks that they value.

17. Summary Building a positive classroom environment includes developing positive, nurturing relationships with students Students are more motivated, which leads to higher self-efficacy, when they feel supported and cared for by the teacher We are evaluated on our ability to promote a positive, caring classroom environment according to SB191 Specific ways to implement and report on the classroom environment include daily positive interactions with each student, tracking how often we are positively interacting, using surveys and questionnaires to determine individual students’ perceptions, and monitoring the ongoing environment of each class. Request feedback on training session

18. Summary  Educators must find ways to create learning climates that promote students’ abilities, not just in terms of academics, but also in the areas of social, emotional, and ethical growth (Cohen, 2009).  Providing this type of environment involves determining ways to help students feel safe, comfortable, and willing to learn the content being taught as well as the other kinds of information and skills they need to be successful.  Studies that show a clear link between a positive learning environment, and individual growth in students in these areas give educators the information and tools they need to make changes in the schools and individual classrooms.  Better socio-emotional well being is found among students who perceived to experience a more positive school climate.

19. More Information Cooperative Learning: Kagan Publishing Teaching With Love and Logic by Jim Fay & David Funk Flippin Strategies for building positive relations with students Stephen Krashen’s articles and books on the Affective Filter Jim Cummins SB191 Colorado Department of Education www.cde.org www.cde.org

20. References Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148. Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46, 507-535. Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95, 570-588. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates. Cummins, J. (2009). Pedagogies of choice: challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education & Bilingualism, 12(3), 261-271. doi:10.1080/1367005090300375144(11), 35–47. (4th ed.). New York, NY: Addison Wesley Longman Danielsen,, Wilhelm,& Wold (2010).Teacher education; policy, practice, and research. (Feb 2010). Reference & Research Book News, p.NA. Retrieved June 18, 2010, from General OneFile via Gale. Fay, J. and Fink, D. (1995).Teaching with love and logic: taking control of the classroom. Library of Congress PUblishing Grusec, J. E. (1992). Social learning theory and developmental psychology: The legacies of Robert Sears and Albert Bandura. Developmental Psychology, 28(5), 776-86. Retrieved from EBSCOhost Krashen, S. (1988). Second language acquisition and second language learning. Prentice-Hall International. Kuperminc, G. P., Leadbeater, B. J., Emmons, C, & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Marulanda, Z. (2010, May 1). Social and Emotional Learning Strategies to Support Students in Challenging Schools. Online Submission, Retrieved from ERIC database.