A responsive learning environment significantly enhances student achievement and holistic development by fostering an atmosphere where each student feels valued and capable of success.
Responsive learning environments
This exploration of responsive learning environments will encompass the big ideas of:
- managing behaviour
- research-based strategies
- student engagement
- inclusion and equality
- 21st century classrooms
- growth mindset
How can a responsive learning environment have a positive impact on student achievement and holistic development?
In my view, a responsive classroom environment is based on the teacher having faith that each student is capable of achieving and developing academically, emotionally and personally. By respecting their unique traits and talents through care, trust, respect and integrity, teachers must differentiate work and provide the best opportunities for students to access the work and be challenged appropriately. Ultimately, a responsive learning environment encompasses a physical space where students are supported, feeling safe and creating a positive learning community.
What does a responsive classroom feel like?
A responsive classroom is preparing students for the unknown future, where there will be jobs that don't exist yet and the stability of one job for life will not exist. A responsive classroom will prepare students to be resilient and to be unafraid to take risks. It will be an open, emotionally safe, creative and welcome space for student curiosity.
A responsive classroom feels like a place where every student is treated as an individual learner with specific interests, strengths and areas of development. Intrinsic to a responsive classroom is differentiation in the types of activities presented, the choice offered in how students can present their learning, and the accessibility of resources/activities. This not only means that behaviour will be managed as each student will be appropriately challenged within their present competencies, but also each student will be engaged, as they are working within their zone of proximal development. Further, this is a classroom where students are included and treated as equals, whereby the teacher firmly believes that everyone has a right to learn and progress regardless of their individual circumstances. A responsive classroom has faith in students and does not give up on the student, rather the teacher never gives up and tries to get to know the motivations of the student to get to the root their behaviour.
A responsive classroom feels like a safe place to take risks and to grow from them. In a responsive classroom, students know that mistakes do not mean failure; rather they are a stepping stone to improvement and everyone can learn from their mistakes in a quest to improve skills and knowledge. This directly contributes to a growth mindset in the classroom.
A responsive classroom feels inclusive and embraces and welcomes diversity. This is accomplished through taking into account each of the students' experiences and backgrounds, through incorporating elements of their history/cultural experiences into the curriculum. This is particularly relevant for students who are risk of being marginalised such as Aboriginal students. Through generations of Aboriginals experiencing abuse in residential schools and being placed on reservations where conditions are extremely poor, there has been a growing distrust toward the federal government. Invariably, there are obstacles to overcome. For one, a conflict of identity for many aboriginals, as cited by Chris Sarra, aboriginals who work hard in school and want to succeed are called “coconuts” by their aboriginal peers (meaning they are white on the inside and rejecting their culture and ethnicity). This peer pressure and lack of identity surely has an impact on lack of growth mindset.
So too, does a lack of connection in the mainstream school system of learning about authentic and relevant aspects of aboriginal culture and history in engaging students. In the report by the Chiefs of Ontario, there is a telling quote:
“If the school would have respected the culture and history of my people, it would have been part of my education. I wanted to learn about my people because I need to understand who I am. But that did not happen; I am now a high school drop out. (Aboriginal youth, interview, Timmins Ontario, April 10 2004)”
This only serves to remind us that as educators, it is our responsibility to include Aboriginal history in the curriculum and to use approaches that are respectful of Aboriginal culture such as learning circles.
Also, a responsive classroom feels empathetic and welcomes everyone; in one of my assignments I chose to do a lesson on Syrian refugees as this is a hot topic that is extremely emotive and there are many Ontario schools welcoming Syrian refugee children. It is our responsibility to make them feel included and to educate other students about WHY we should welcome refugees.
Encompasses the ethics of care, respect, trust and integrity. It is based on every student feeling like an individual with specific and unique strengths, talents, personality and circumstances that are taken into account when the teacher is planning activities and is interacting with him or her. Intrinsic to the role of the teacher is getting to know the students as individuals, and building a professional relationship based on caring and wanting the best for the student. To begin to establish this, the teacher would compile a "getting to know you survey" with questions about personal interests, attitudes towards school, family and learning styles. Throughout the year, there would be a conscious effort to build a "team" mentality to the class and develop a supportive feeling between the students and the teacher to eliminate bullying, put downs and competition. A responsible classroom would deal with discrimination through preventative measures (e.g. lessons about discrimination and prejudice) and swiftly deal with any discrimatory behaviour by speaking to the student and dealing with the situation accordingly. A responsive classroom feels like an emotionally safe space where students can be themselves, take risks and feel safe from bullying.
What does a responsive classroom sound like?
The responsive classroom includes the voices of students and parents, as active learning partners to the school. In a truly responsive classroom, in a parent teacher meeting for example, you would hear the student presenting his/her progress to the parents in his/her own words.
Student voice will be at the fore of classroom activities and planning of the curriculum. You will hear students voicing their opinions on agreeing a class charter of rules and procedures. "Deciding on group norms, or agreements, right at the get go will give each student a voice and provide accountability for all." In a responsive classroom everyone is accountable for their own actions and is a participating member of a learning partnership with the teacher and peers. You will also hear students voicing their opinions, which are taken into account, to the curriculum and the choices of activities which are offered in lessons. This ensures that there is student engagement in learning and the activities presented are relevant and interesting to the students, and the learning can be extended to outside the classroom.
Students sharing ideas in small groups, whole class discussions and one-to-one discussions with teacher. Students will share their ideas and reflect on their learning process, whilst making adjustments to their learning through discussion and self-reflection. This is linked to rich tasks, which encourage the students to direct their own learning through inquiry, asking questions and finding their own way. Ultimately, through different means of communication with peers and teachers, leading to self reflection, students will develop their own unique outcome/final product that encourages independent learning and meta-cognition.
Teachers supporting students through one-to-one discussions, whole group discussions, providing feedback and facilitating small group discussion. You will hear the teacher circulating around the room and speaking to students in these different arrangements in order to facilitate their learning and ensure that they demonstrate understanding. You will not hear the teacher telling students the correct answer, but rather guiding them through questions to finding the solutions themselves. This is also a form of on-going assessment so that if there a common area of difficulty for many students, the teacher can interrupt the activity for the whole class and have a mini-plenary to clarify this area.
Teacher praising students for their effort rather than their intelligence. By doing so, the language choice will impact the student to believe that he/she is capable of developing their skills and abilities through effort and the learning process over time. For example, rather than saying "You got an A on the English test! You are really smart" a teacher encouraging a growth mindset would say, "You really studied for your English test and your improvement shows it." In the face of challenges, you will hear the teacher encouraging the student to see mistakes as part of the learning process and the path to success. As Carol Dweck states, "the growth-mindset approach helps children feel good in the short and long terms, by helping them thrive on challenges and setbacks on their way to learning. When they’re stuck, teachers can appreciate their work so far, but add: “Let’s talk about what you’ve tried, and what you can try next.”
What does a responsive classroom look like?
You will see teachers using interactive modeling, which shows children how to do skills, routines, or procedures, but it goes well beyond that basic step. The benefit is that:
Teachers will model a behaviour or how to do an activity e.g. research in partnership with a student. They are then asked to discuss what they noticed about the teacher’s modeling
Students will then practice the routine or procedure before receiving immediate feedback and coaching from their teacher while they practice.
The responsive classroom would have students sat in tables to promote peer working and group discussion. I would prefer tables of 4 -6 to promote pair work and snowballing into larger group work. There would also be special seats e.g. balls for those who can't sit still for too long - this would make the class inclusive and ensure that each student would be catered for. There would be a "chill out" zone in the form of a carpet where students could be quiet and think, or where the teacher could work with the students one-to-one. Finally, the teacher desk would be close to the table with students who require special assistance e.g. those with physical disabilities or with LD. There would ideally be a space for art/creative activities with resources.
A responsive classroom will have student displays on the walls. This will include the student agreed charter of rules and procedures as a point of reference, and as an evolving document that can be revisited. There should also be other displays such a reading tree so each student can post what they are reading or recommendations they can make to others of great books/magazines/comics/etc. Also, displays should be primarily of student work so it "gives the message that as teachers, we care about the work that students do. This is their classroom as much as ours. And in this classroom, students learn from each other. (Optimal classroom arrangement)" Furthermore, in a responsive classroom the displays will be kept fresh. there would also be a display about growth mindset designed by the students themselves to reinforce the notion that we are all capable of learning and improving through effort and the process of making mistakes. Finally, there will be displays about the students themselves, which could include "about me", birthdays, photos or messages in their 1st language or information about their culture, etc. This shows that we embrace diversity and want to learn from each other.
A responsive classroom will have technology available to students to assist in their learning. This can range from assistive technology e.g. laptops, dictaphones, video recorders, etc. to enable students with learning difficulties to express themselves more easily and show their knowledge. Also, in keeping with the 21st century classroom, whereby technology invariably plays an important role in school and the future workplace/employment, it is essential to engage students with the infusion of technology and learning, which already forms a significant part of their personal lives. This can be done through using the internet for research, providing students with the option of presenting their work using technology and accessing resources online through a means such as google docs for example. This is important because although schools cannot predict the future, it is clear that young people will need to have a firm grasp of technology in their professional and personal lives. Inevitably, by teaching them the skills of using technology responsibly, ethically and effectively we are preparing them for the future.
