Chapter+Two

=Chapter Two=

Please review the information below and then respond to the question in the discussion area. The discussion area can be found on the tab next to the edit tab on the top right of the page.

How do you validate the students in your classroom?

=__Creating a Climate for Learning- Diane__= These are the statements in this chapter that I felt a need to highlight:
 * Effective teachers believe all students can learn and be successful.
 * Teachers can make their classrooms more thoughtful places by demonstrating in their actions that they welcome originality and differences of opinion.
 * Before an individual can move from basic to complex needs, we need to remember that basic needs have to be met first.
 * We recognize that all humans have a very strong need to be liked and included. (She likes me! really likes me)
 * It is essential that students bond with one another and with the teacher to form a positive learning community.
 * Social support networks- it helps to have a shoulder to cry on, a hand to hold, an ear to listen to you, someone to cradle you and tell you it will be okay.
 * Teachers need to consider the degree of complexity of learning tasks so that they will be challenging but not overwhelming.
 * It is imperative that students feel good, have success, have friends and celebrate their learning.(include laughter and humor)
 * Emotional intelligences: self awareness (We all need to find ways to change and manage our moods once we recognize what they are), managing emotions (Conflict resolution is easier if students have a repertoire of strategies for dealing with conflict as it erupts), self motivation( If students and teachers can create that state of high challenge and low threat, more learning can take place), empathy ( Feeling for others builds tolerance and understanding), social skills( being able to "read" other people and manage emotional interactions).
 * Teachers should applaud one another and cheer for each other's successes.
 * Laughter creates "happiness cells".
 * Page 18 has a nice list of classroom cheers.

I plan to make a poster of Trust statements from page 11: > __** Food for Your Thoughts **__
 * There is no wrong answer.
 * No put downs or sarcasm here.
 * Everyone must be heard.
 * Mistakes are learning points. These are as much for me as the students!!


 * Food for Thoughts for Teachers ||  Classroom Implication  ||  Effect on Students  ||
 * The heartbeat of one person registers in the brainwaves of another person. || Students need to know you care for them before they care what you know. || The students engage in class activities. ||
 * All humans have a very strong need to be liked and to be included. || Create a positive classroom community by having the students bond with one another and with you (the teacher). || Minimize the impact of stress. ||
 * Students living in fear cannot learn. || Students will not attend to learning if their major concern is safety. || Students will not be motivated to attempt the challenge of they aren’t able to imagine or perceive success. ||
 * Teaching not adjusted to the students’ level of readiness and teaching only to the “middle” creates boredom from lack of challenge for high-level students and place low-level under undue stress from too great a challenge. || Teachers need to consider where the learners are in relation to the learning goal and plan learning experiences just beyond the skill level of each student. || Increased performance by students. ||
 * Rewards and punishment tend to lessen the chances of self-motivation and an appreciation of learning as its own reward. || Eliminate threat, create a strongly positive climate, increase feedback, set goals, activate and engage positive emotions. || Look at learning as their reward for doing school work, so they will be self-motivated. ||
 * The emotional environment interacts with instruction and influences how information is consolidated. || Students should feel good, have success, have friends, and celebrate their learning. || Positive frame of mind and body, feelings, desires, memories and motivations. ||
 * When learners think that success in not possible, they create a negative state and cease to persevere. || Classrooms should embed choices in learning and routines that demonstrate mutual respect. || Students feel that they are in a supportive learning environment. ||
 * Each moment of successful improvement makes a positive change for a lifetime. || Differentiate instruction. Weed out what students know with an effective pre-assessment and determining what students need next. || Students feel safe and secure enough to take risks and express their understanding or lack of understanding. ||
 * Climate is influenced by the physical attributes of the classroom. || Enrich classrooms with plentiful and appropriate resources to facilitate stimulation and making connections. || Students will have opportunities for social interaction and intellectual growth. ||
 * Music soars brainpower. || Play music to set the stage for learning. || Makes the mind more receptive to learning. So, student achievement increases. ||
 * Laughter is a tool to punctuate learning in the classroom. || Include humor and laughter to celebrate learning by giving rounds of applause, high fives, and other cheers. || Students get energized because the kinesthetic actions send more oxygen and glucose to the brain. This often results in fun and laughter and raises neuro-chemical transmitters that punctuate learning. ||

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