Safe+Learning+Environment

A dictionary definition of 'Safe' is 'free from danger or the risk of harm'. We know we are achieving safe learning in our classrooms when learners perceive that they are:
 * safe from physical & emotional harm
 * free from intimidation
 * free to take the risk of answering a question, even if they are unsure of the answer and may get it wrong
 * free from criticism or ridicule by their peers
 * free from criticism or ridicule by staff
 * valued and accepted for who they are
 * engaged in challenging but achievable tasks
 * full of potential to succeed at learning

There is much that a teacher can do to promote a safe, engaging classroom climate:


 * Arrange the classroom in a way that maximizes interaction; ideally, students should be seated in a circle or horseshoe shape that maximizes the amount of eye contact students can have with each other.
 * Encourage but not compel participation in whole class discussions. The teacher may state that s/he will not call on students individually to participate, and students have the right to not participate. The teacher can bring people into discussion indirectly- using prompts, eye contact, and statements such as "Let's hear from the back (or second) row" or "Let's hear from some people who haven't been talking." Perhaps most importantly, do not expect minority students to educate their peers, to speak for their race or group.
 * Be clear about the distinctions between course grades, teacher expectations of students, and class norms.
 * Introduce the concept of triggers.
 * Model learning about diversity.
 * Actively intervene in the class when necessary

_ Arrange seating so that students can see one another. _ Make sure bulletin boards and displays reflect the rich diversity of your students. _ Keep the room clean and well-organized, with materials prepared in advance for the day’s lesson.
 * Setting up the classroom:**

 _ Greet students as they enter your classroom, creating a welcoming environment. _ Establish shared ground rules/agreements with your students on how to treat each other respectfully. _ Model behaviors of respect, caring, self-control, and fair decision-making. _Focus on all students' positive qualities and acknowledge their efforts and contributions. _Pay attention to student reactions, need for clarification, and need for change in activity, and address these needs immediately.
 * Creating a safe, caring, participatory, and well-managed learning environment:**

 _ Enforce the ground rules/agreements consistently. _ Handle problems quickly and discreetly, treating students with respect and fairness. _ Encourage students to discuss solutions rather than blame others. _ Share your reactions to inappropriate behaviors and explain why the behaviors are unacceptable.
 * Managing discipline in a safe and respectful way:**


 * Adapted from Tool 33, CASEL Sustainable Schoolwide SEL Implementation Guide and Toolkit

Classroom tips
 * Here are a couple of videos on examples of effective classroom set ups:**

[|Classroom tips 2]


 * Here's a chart that gives classroom elements for ELLS that are helpful to their learning environment.**
 * **Empowering Elements** || **Disabling Elements** ||
 * First language and home culture are recognized as strengths. || First language and home culture are seen as handicaps. ||
 * Bilingual education, primary language support, or English-language support are offered. || Sink-or-swim instruction is emphasized. ||
 * There is a true emphasis on the multicultural. || The primary emphasis is on the culture of the majority. ||
 * Interactive and experiential methods expand the literacy spectrum, such as gradual release of responsibility, integrated studies, and process writing. || Teachers rely on the transmission mode – “talk teaching.” ||
 * Students’ prior knowledge and experiences are incorporated into the instruction. || Students’ experiences are ignored or excluded. ||
 * Students help determine learning goals. || Teachers set all learning goals. ||
 * Family and school are active partners. || Family participation is not valued. ||
 * Authentic assessment is used to determine appropriate instruction. || Formal paper and pencil testing determine students’ success and failure. ||