Research Says...
Educational literature tells us that students must feel safe, valued, comfortable and accepted in order for learning to take place. The following explains that idea a little more:
In Laurie Frank's article The Caring Classroom, she shares:
“Brain research has proven that in order to learn,
students must feel safe. Essentially, if someone feels
threatened, their brain will not let them learn. In a safe
environment students can make the mistakes necessary
in order to learn from them” (p. 2).
students must feel safe. Essentially, if someone feels
threatened, their brain will not let them learn. In a safe
environment students can make the mistakes necessary
in order to learn from them” (p. 2).
By purposely planning and encouraging community building, the teacher and the students alike will benefit. By making an environment where students feel safe, like they can be themselves, like they can answer a question and be ok with it maybe being the wrong answer, learning will flourish.
In a book called Why We Teach, Elaine Stinson talks about meaningful learning:
“I’ve found that meaningful learning happens through
meaningful interaction, whether it’s with peers, teachers,
music, authors, or poets… When children feel liked and
accepted for whom they are, they are more willing to
open up and share their ideas and, in turn, make
connections with other ideas” (p. 2).
Elaine Stinson, Why We Teach
meaningful interaction, whether it’s with peers, teachers,
music, authors, or poets… When children feel liked and
accepted for whom they are, they are more willing to
open up and share their ideas and, in turn, make
connections with other ideas” (p. 2).
Elaine Stinson, Why We Teach
Stinson touches on an important topic that describes how students must feel welcome and liked for who they are. In that, meaningful learning can take place and that should be a main goal in the classroom.
“Real learning does not happen until students are brought
into relationship with the teacher, with each other,
and with the subject… we cannot learn deeply
and well until a community of learning is
created in the classroom” (p. 1).
Mark P. Orbe
into relationship with the teacher, with each other,
and with the subject… we cannot learn deeply
and well until a community of learning is
created in the classroom” (p. 1).
Mark P. Orbe
By developing a relationship between the teacher and students, the environment becomes more welcoming and, as mentioned above, students become more vulnerable and willing to make mistakes, which in turn create opportunities to learn.
Stinson goes on to describe the importance of getting to know each of her students:
"Building meaningful relationships means becoming vulnerable
to the silliness of 9-year-olds, being open to them, and
allowing them insight to your sense of humor and humility.
It means sharing yourself in a way that makes the teacher
a real person, with deep feelings about life and humanity.
It means laughing so hard I cry or tearing up because
one of my kids says something so incredibly sweet and profound.
The more real I am to my students, the more open they
are to me. When children learn to care about one another
and to show empathy, they also learn to extend this way of
being to those outside the classroom. They begin the practice
of appreciating the ‘others’ in the world" (p. 109).
to the silliness of 9-year-olds, being open to them, and
allowing them insight to your sense of humor and humility.
It means sharing yourself in a way that makes the teacher
a real person, with deep feelings about life and humanity.
It means laughing so hard I cry or tearing up because
one of my kids says something so incredibly sweet and profound.
The more real I am to my students, the more open they
are to me. When children learn to care about one another
and to show empathy, they also learn to extend this way of
being to those outside the classroom. They begin the practice
of appreciating the ‘others’ in the world" (p. 109).
One of the most important jobs the teacher must do is get to know each of her students. Without knowing what background they’re from or what makes them tick, there’s no hope in developing a close classroom community. This shows perfectly that teachers are more than just teachers; they are role models to the many students who come through their classroom. And when students feel like they are cared for on a more personal level, they are more likely to remember that teacher who made them feel special.
“Caring communities also impact students’ academic
outcomes with higher grade-point averages and
achievement test scores, better academic
engagement, and less misconduct in school” (p. 4).
Schaps (2003)
outcomes with higher grade-point averages and
achievement test scores, better academic
engagement, and less misconduct in school” (p. 4).
Schaps (2003)
Resources:
Frank, L. S. (2001). The caring classroom. Paper presented at the Annual Meeting of the Association for Experiential Education
Neff, B. (2004, May). Visual community: an exploration of classroom community through pictures. TNPI Research Study May 2004: Santa Clara
County Chapter
Orbe, M. P. (1995, April 22). Building community in the diverse classroom: strategies for communication professors. Paper presented at the
Annual Meeting of the Central States Communication Association
Stinson, E. (2005). Teaching outside the lines. In S. Nieto (Ed.), Why we teach (pp. 105-113). New York, London: Teachers College Prep.
Frank, L. S. (2001). The caring classroom. Paper presented at the Annual Meeting of the Association for Experiential Education
Neff, B. (2004, May). Visual community: an exploration of classroom community through pictures. TNPI Research Study May 2004: Santa Clara
County Chapter
Orbe, M. P. (1995, April 22). Building community in the diverse classroom: strategies for communication professors. Paper presented at the
Annual Meeting of the Central States Communication Association
Stinson, E. (2005). Teaching outside the lines. In S. Nieto (Ed.), Why we teach (pp. 105-113). New York, London: Teachers College Prep.