Teaching and learning in a safer environment
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Authors
Huanca, Angela
Issue Date
2017
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Peru
Abstract
Context: In a fourth-grade classroom in Moquegua, Peru, ongoing behavioural issues hindered effective learning. Students exhibited disruptive actions and aggression, creating a challenging atmosphere for both teaching and learning. In this context, a teacher-led exploration sought to improve the classroom environment by fostering a safer, more respectful space conducive to student engagement and focus.
Aims: The project aimed to examine the root causes of aggressive behaviour and assess the impact of a negative classroom environment on learning. Specifically, the teacher aimed to define what constitutes a "safe environment," understand student perspectives on the classroom atmosphere, and implement strategies to enhance respect, engagement, and order within the class.
Methods: Multiple data collection methods were used, including a reflective journal, an audio recording of lessons, peer observations, and student questionnaires. The teacher documented personal perceptions, monitored student interactions, and solicited insights from a colleague observer. These observations provided a comprehensive view of the classroom dynamics and student responses to various incidents of aggression and rule adherence.
Findings: The study revealed that verbal aggression, such as insults and threats, was common and disrupted learning significantly. The peer observation noted fewer disruptions than expected, highlighting a difference between external observation and teacher perception. Student feedback indicated a lack of safety and the prevalence of aggressive behaviour, which negatively impacted their focus and sense of respect within the classroom. The findings underscored the need for consistent enforcement of class rules and equitable teacher attention across all students.
Implications: This exploration suggests that maintaining a safe and respectful environment may improve student motivation and learning outcomes. Teachers observing similar disruptions might consider implementing strategies such as structured peer feedback, randomized student participation, and visible cues to ensure balanced attention. These approaches could aid in fostering a sense of order and mutual respect, contributing to a more productive learning environment.
Aims: The project aimed to examine the root causes of aggressive behaviour and assess the impact of a negative classroom environment on learning. Specifically, the teacher aimed to define what constitutes a "safe environment," understand student perspectives on the classroom atmosphere, and implement strategies to enhance respect, engagement, and order within the class.
Methods: Multiple data collection methods were used, including a reflective journal, an audio recording of lessons, peer observations, and student questionnaires. The teacher documented personal perceptions, monitored student interactions, and solicited insights from a colleague observer. These observations provided a comprehensive view of the classroom dynamics and student responses to various incidents of aggression and rule adherence.
Findings: The study revealed that verbal aggression, such as insults and threats, was common and disrupted learning significantly. The peer observation noted fewer disruptions than expected, highlighting a difference between external observation and teacher perception. Student feedback indicated a lack of safety and the prevalence of aggressive behaviour, which negatively impacted their focus and sense of respect within the classroom. The findings underscored the need for consistent enforcement of class rules and equitable teacher attention across all students.
Implications: This exploration suggests that maintaining a safe and respectful environment may improve student motivation and learning outcomes. Teachers observing similar disruptions might consider implementing strategies such as structured peer feedback, randomized student participation, and visible cues to ensure balanced attention. These approaches could aid in fostering a sense of order and mutual respect, contributing to a more productive learning environment.
Description
Keywords (free text)
classroom environment , student behaviour , aggression , peer feedback , classroom management strategies