WEBVTT 00:00:04.096 --> 00:00:08.206 My name is Rachel Moran. 00:00:08.306 --> 00:00:12.686 I am a fourth-grade collaborative team teacher at P.S. 269 in Brooklyn, New York. 00:00:13.386 --> 00:00:17.146 A positive classroom environment is one that's welcoming and inviting. 00:00:17.146 --> 00:00:20.606 When you first walk into the classroom, you'll see a round table, 00:00:20.606 --> 00:00:25.146 which we use as our writing center, and we have a lamp towards the end of the table. 00:00:25.416 --> 00:00:28.096 We have it on throughout the day, so it creates this cozy, 00:00:28.096 --> 00:00:29.766 welcoming atmosphere for the children. 00:00:30.346 --> 00:00:34.016 In a positive classroom environment, you would want the child to feel safe and secure. 00:00:34.546 --> 00:00:35.636 Moran to class: Good morning, boys and girls. 00:00:35.636 --> 00:00:40.396 Students reply: Good morning, Ms. Wright and Ms. Moran. 00:00:40.396 --> 00:00:42.596 Moran: Before any children walk into the classroom, 00:00:42.736 --> 00:00:44.706 we greet them as a whole outside of the class, 00:00:45.416 --> 00:00:49.636 and we take this opportunity to take a look at their facial expression. 00:00:50.036 --> 00:00:53.376 I believe a facial expression is a great predictor for the day's events. 00:00:54.006 --> 00:00:58.196 In some cases, we have children who may look a little sad or under the weather, 00:00:58.196 --> 00:01:00.526 and it's just because they didn't have breakfast, 00:01:01.186 --> 00:01:03.966 or they just need some encouraging words to start their day off. 00:01:04.176 --> 00:01:06.396 Moran to student: You may not win, but you did play really well. 00:01:06.746 --> 00:01:08.406 Moran: There are many different strategies we use 00:01:08.406 --> 00:01:10.956 in our classroom to reduce behavior problems. 00:01:11.196 --> 00:01:16.056 We have a behavior chart that we tape to individuals' desks, 00:01:16.056 --> 00:01:19.436 and each behavior chart is tailored to meet their individual needs. 00:01:19.926 --> 00:01:25.216 For example, if there is one child in our class who we're working on to give more put ups 00:01:25.606 --> 00:01:31.006 to other classmates of hers, to see her use encouraging words or be kind to others. 00:01:31.416 --> 00:01:36.026 So, I have a chart stating what we like her to work on with a smiley face, 00:01:36.116 --> 00:01:40.296 and either she'll color in the face to see how she is doing throughout the day 00:01:40.296 --> 00:01:41.616 or we will place a sticker on it. 00:01:42.176 --> 00:01:43.756 In another case we have a daily chart. 00:01:44.126 --> 00:01:49.066 This might be for the child who needs a little more of a push to begin his or her school day 00:01:49.246 --> 00:01:51.736 and see their progress academically, 00:01:51.736 --> 00:01:54.016 if they are completing their assignments in a timely fashion. 00:01:54.016 --> 00:01:57.876 And this will just be labeled period zero, period one, 00:01:57.926 --> 00:02:00.716 period two and it's a simple remark or sentence. 00:02:01.466 --> 00:02:04.356 Each behavior contract has an incentive. 00:02:04.526 --> 00:02:06.986 The children are able to come to their treasure chest 00:02:06.986 --> 00:02:09.756 to receive a sweet treat or school supplies. 00:02:10.306 --> 00:02:12.536 Positive behavior is recognized in our classroom 00:02:12.536 --> 00:02:15.486 through group charts as well as individual charts. 00:02:15.956 --> 00:02:19.576 We named each group in our classroom by the continents. 00:02:19.666 --> 00:02:23.106 We try to incorporate the academics into our daily activities. 00:02:23.816 --> 00:02:26.066 Children love to see their progress visually, 00:02:26.376 --> 00:02:30.496 and it shows on the chart what we expect the children to do-in groups 00:02:30.536 --> 00:02:32.496 or co-operatively respect each other. 00:02:32.776 --> 00:02:33.926 Moran to class: Compliment to Asia. 00:02:34.966 --> 00:02:38.176 Moran: And as we see this going on in the class, we give them a tally mark, 00:02:38.576 --> 00:02:41.086 and the children know that if they have five tally marks, 00:02:41.156 --> 00:02:43.436 there is a reward at the end of the day. 00:02:43.896 --> 00:02:45.266 And their progress is shown monthly. 00:02:45.266 --> 00:02:48.506 Moran to class: Any other concerns that you want to address? 00:02:48.506 --> 00:02:50.676 Moran: In the beginning of the school year, 00:02:50.676 --> 00:02:54.986 we brainstorm with the children our classroom norms and expectations, 00:02:55.496 --> 00:03:00.076 also the rewards and consequences if the classroom norms aren't followed. 00:03:00.366 --> 00:03:03.396 The children brainstorm in their groups and then we have a share out. 00:03:03.596 --> 00:03:08.246 We jot down their ideas, and we confer with them and ask them if they are in agreement with it. 00:03:08.806 --> 00:03:14.896 Then, we'll type up their classroom norms, expectations, rewards, and consequences, 00:03:15.546 --> 00:03:19.306 and we'll present it the following day to the children and ask them to sign it. 00:03:19.476 --> 00:03:23.796 They're aware signing something is a contract, and we expect you to follow it. 00:03:23.936 --> 00:03:25.646 We refer to it throughout the school year. 00:03:26.136 --> 00:03:30.586 Behavior is managed and controled using different various techniques in our classroom. 00:03:31.296 --> 00:03:41.736 For example, we have a clap pattern [clapping], 00:03:41.736 --> 00:03:45.486 and we use this technique when the children are working in groups and we want them 00:03:45.486 --> 00:03:50.346 to draw their attention back on the teacher, so then we can move into the next activity. 00:03:50.686 --> 00:03:56.996 Also, if the children need to use the bathroom, they sign the word bathroom, simply like this, 00:03:56.996 --> 00:04:01.896 and they know to wiggle their hand a little bit and wait for a head nod from either teacher 00:04:01.896 --> 00:04:05.676 in the class to permit them to use the bathroom, and then they go ahead. 00:04:06.086 --> 00:04:07.826 And these different hand gestures we use 00:04:07.826 --> 00:04:11.156 in the class minimizes other children from being distracted. 00:04:11.676 --> 00:04:13.356 Moran to class: Each one of you did an excellent, 00:04:13.516 --> 00:04:16.546 excellent job expressing yourselves, how you're feeling today. 00:04:16.916 --> 00:04:20.315 Moran: Building up positive classroom environment has impacted our students 00:04:20.315 --> 00:04:21.236 in an enormous way. 00:04:21.935 --> 00:04:24.446 Children are able to communicate with one another 00:04:24.446 --> 00:04:27.416 and use appropriate behaviors and make healthier choices. 00:04:28.016 --> 00:04:34.866 I strongly believe that a positive classroom environment is a foundation for growth, 00:04:35.406 --> 00:04:39.726 for cooperation, affirmation and expression within our community.