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Create a positive

Learning Environment

Build effective classroom management into every lesson plan

Set the tone

  • Prepare the classroom to support learning (incl. desk arrangement, provided materials, classroom supplies, lighting, audio/visual/technology tools.

  • Greet students at the door.

  • Greet students with a smile.

  • Start every class by reiterating classroom expectations.

  • Support expectations with visual displays (classroom posters, projected slides).

  • Keep communication positive and constructive whether providing correction or praise.

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“The tone of a school is felt in the many communications and interactions—whether invitations to learn or subtle disinvitations—that occur from the moment one enters.”

(Fisher & Frey, 2019, p. 83)

Maintain it

  • Be consistent in enforcing classroom rules.

  • Reinforce positive behaviors.

  • Redirect students who get off-task.

  • Determine if off-task behavior is the result of a lack of understanding, overwhelm, or boredom. Adjust instruction and differentiated methods accordingly.

  • Check in with students frequently for understanding and engagement.

  • Use visual timers for learning segments to keep students on-track to complete tasks.

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“Students of any level may also benefit from the use of visual timers, which count down how much time they have to complete a task and may particularly help those with executive functioning challenges.

(Noonoo, 2024, para. 25)

teacher managing a classroom, students raising their hands, middle school.jpg
teacher and student talking high school, student is hispanic.jpg

Social-emotional support

Include opportunities in your lesson for:

  • Critical Thinking/Problem Solving

  • Creativity

  • Communication

  • Collaboration

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Build character in your students by designing lessons that cultivate:

  • Social and cultural awareness

  • Leadership

  • Adaptability

  • Persistence/Grit

  • Initiative

  • Curiosity

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“Adolescents need adults in their lives who ‘embrace’ them . . . who have abiding respect for who they are and who they will become.”

(Tomlinson, 2019, p. 88).

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