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close this bookTeaching (IAE - IBE - UNESCO, 34 p.)
View the document(introduction...)
View the documentThe International Bureau of Education - IBE
View the documentSeries preface
View the documentOfficers of the International Academy of Education
View the documentIntroduction
View the document1. A supportive classroom climate
View the document2. Opportunity to learn
View the document3. Curricular alignment
View the document4. Establishing learning orientations
View the document5. Coherent content
View the document6. Thoughtful discourse
View the document7. Practice and application activities
View the document8. Scaffolding students’ task engagement
View the document9. Strategy teaching
View the document10. Co-operative learning
View the document11. Goal-oriented assessment
View the document12. Achievement expectations
View the documentConclusion
View the documentReferences
View the documentThe International Academy of Education

1. A supportive classroom climate

Students learn best within cohesive and caring learning communities.

Research findings

Productive contexts for learning feature an ethic of caring that pervades teacher/student and student/student interactions and transcends gender, race, ethnicity, culture, socio-economic status, handicapping conditions and all other individual differences. Students are expected to manage instructional materials responsibly, participate thoughtfully in learning activities, and support the personal, social and academic well-being of all members of the classroom community.

In the classroom

To create a climate for moulding their students into a cohesive and supportive learning community, teachers need to display personal attributes that will make them effective as models and socializers: a cheerful disposition, friendliness, emotional maturity, sincerity, and caring about students as individuals as well as learners. The teacher displays concern and affection for students, is attentive to their needs and emotions, and socializes them to display these same characteristics in their interactions with one another.

In creating classroom displays and in developing content during lessons, the teacher connects with and builds on the students’ prior knowledge and experiences, including their home cultures. Extending the learning community from the school to the home, the teacher establishes and maintains collaborative relationships with parents and encourages their active involvement in their children’s learning.

The teacher promotes a learning orientation by introducing activities with emphasis on what students will learn from them, treating mistakes as natural parts of the learning process, and encouraging students to work collaboratively and help one another. Students are taught to ask questions without embarrassment, to contribute to lessons without fear of their ideas being ridiculed, and to collaborate in pairs or small groups on many of their learning activities.

References: Good & Brophy (2000); Sergiovanni (1994).