Classroom as Community

In pursuit of becoming an effective social studies teacher by tirelessly working on developing and enhancing the students’ individual perspectives and identity, it is very essential to understand and implement developmentally appropriate practices in the classroom. Developmentally appropriate practices “is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development” (naeyc, 2009). Hence, developing an identity serves as an essential tool in developing a classroom community. 

Trust and safety

One of the most important parts of any democracy and classrooms as communities is the need to feel secure and develop trust between students and teachers. Without trust, there is no sense of safety. For instance, “…in order to feel part of their classroom community, children need to feel the same sense of trust in school as they do at home” (Scholastics, 2003). An unsafe community is not an effective community, which represents an obstacle for cognitive growth and development.

Educators have to be accessible by the students for issues and concerns that may oftentimes not be related to academics. For example, students who may be experiencing hardships at home, or being bullied have to be able to approach their teachers, while teachers have to make students feel safe with solutions to their problems. If for any circumstance educators are not accessible, students may feel unsafe, resulting in an ineffective sense of community and trustworthiness.    

Routine and predictability

Students enjoy routines. For instance, during observations, I experience how students walked in the classrooms and expected the same from educators. For instance, “Establishing predictable routines helps children know what to expect and helps them feel confident and capable in the group. Keep a regular schedule of activities throughout the day” (Scholastics, 2003).

A good example of the impact of routine in a classroom community is when a substitute teacher is present; a classroom with a substitute is generally disorderly when compared to the permanent teacher. Additionally, the structure provides a good sense of community. I observed how the students were ready for class in the morning even before the teacher started the lesson, they seemed to know what to expect. 

Warmth and Splendor

Much like a real neighborhood, and community, a nurturing environment offers the students a perspective on their classroom community. I observed how the classroom had pictures of the students, previous collaborative projects, as well as a general classroom environment.

For instance, the teacher of the classroom I observed has a fish tank in the classroom with turtles. Additionally, “Studies have shown that warm colors and soft spaces are welcoming to children and create a secure and nurturing ‘nest’ from which they can grow”. Therefore, a strong part of security is a welcoming classroom environment as a community (Scholastics, 2003)”. 

Parental Involvement

Much like a real community, involvement is of the essence. Therefore, in order to create a real connection with the students and a clear understanding of their perspective, parental involvement offers the teachers a vision into the students’ home lives. Additionally, parents may help the teachers develop a real and effective classroom community with all parties involved. For instance, “The family is a key ingredient to children feeling at home in your classroom. In some programs, you may only meet the families at special meetings or occasions.  In others, you will have the pleasure of seeing them every day when they drop off and pick up their children (Scholastics, 2003)”. Thus, the most effective classroom as a community is the one that excels in creating a true community where “community” is truly involved.

Classroom democracy and community.

The classroom I visited was very effective in developing a community as a classroom. The rules were clear, expectations were set, and the environment was safe for all. For instance, I observed how the students felt close to Mr. Purcell, the trusted him. The learning moments during the day were many, the social studies lesson ignited classroom discussions in which the students contributed to current events with personal opinions, hence, promoting cognitive growth.

The day in this classroom was very predictable. The students would walk in and prepare for the lesson as second nature daily event. Additionally, the classroom felt very warm, the room color was welcoming I feel, previous assignments on the wall, pictures, and events. Although I feel Mr. Purcell teaching style reflected teacher-centered, and the opposite of a democracy, the students contributed daily to the lessons, and collaborative strategies were involved. I believe that teacher flexibility can be integrated into a framework that the students can associate with what is to be a “good citizen” and a member of a democracy. 

Conclusion

Ultimately, I feel that the democratic values were part of this classroom exercised daily. Considering this was a social studies classroom, culturalism was discussed often, acceptance was of an essence, and daily discussions model ideals. For instance,  a classroom democracy effectively “Creates a support structure that calls forth students’ best moral selves by strengthening community and holding them accountable to practice respect and responsibility” (Cortland, 2005).

Therefore, an environment where prejudice is nonexistent, students feel safe, trust and god morals are promoted, while the teacher leads and sets rules that create an orderly environment, is the pinnacle of a classroom community and democracy, I believe.   

References

Cortland. (2005). A Democratic Classroom Environment. Retrieved from Cortland SUNY: http://www2.cortland.edu/centers/character/wheel/democratic-classroom.dot

naeyc. (2009). Developmentally Appropriate Practice. Washington D.C: the National Association for the Education of Young Children.

Ross, W. E. (2006). The social studies curriculum purposes, problems, and possibilities. NYC: SUNY Press.

Scholastics. (2003). Building Community in the Classroom. Retrieved from Scholastics: http://www.scholastic.com/teachers/article/building-community-classroom