Yet another highly important facet of this unit is embedded in the classroom management plan. It is imperative to a student’s learning experience that it be comfortable and supportive. This is why I have designed this unit to be one where students work together in groups quite often. By frequently having students work in groups, they become comfortable working collaboratively as well as supporting one another in group work. However, that being said, students also don’t always get along. It is necessary that the instructor be vigilant at all times, walking around and monitoring student group work time such that student interactions are amiable.
A safe learning environment in the classroom also requires students to be comfortable with the technology that they are required to use. This is why we have set up precursors to the flipped classroom projects, the lessons to teach students how to create flipped classroom videos and how to work the technology will be very helpful in keeping a calm classroom environment. To keep students from getting overly frustrated as well, supports have been put in place for example for students to spend time just “getting to know” the technology, specifically in the lesson utilizing the climate change model, students are encouraged to play around with the model so that they are comfortable with it before they are required to take real measurements.
One final strategy to maintain a comfortable and supportive classroom environment is to know your students. By knowing your students on an academic and semi-personal basis (not too personal unless fully necessary and solicited by the student), an instructor sets themselves up to aid students by any means necessary. Additionally, by setting up a strategic classroom climate and letting your students know that “Fair isn’t always equal” will be how your classroom runs is an important practice. No two students are alike, thus it is important to treat students accordingly. The classroom climate should be one where all students feel comfortable, no bullying or negativity should be aimed at any student and science should be the main focus. Outside drama should stay outside of the classroom. If it is not science related it is not something that should be done during science.