2b: Establishing a Culture for Learning

A “culture for learning” refers to the atmosphere in the classroom that reflects the educational importance of the work undertaken by both students and teacher. It describes the norms that govern the interactions among individuals about the activities and assignments, the value of hard work and perseverance, and the general tone of the class. The classroom is characterized by high cognitive energy, by a sense that what is happening there is important, and by a shared belief that it is essential, and rewarding, to get it right. There are high expectations for all students; the classroom is a place where the teacher and students value learning and hard work.

Teachers who are successful in creating a culture for learning know that students are, by their nature, intellectually curious, and that one of the many challenges of teaching is to direct the students’ natural energy toward the content of the curriculum. They also know that students derive great satisfaction, and a sense of genuine power, from mastering challenging content in the same way they experience pride in mastering, for example, a difficult physical skill.

Part of a culture of hard work involves precision in thought and language; teachers whose classrooms display such a culture insist that students use language to express their thoughts clearly. An emphasis on precision reflects the importance placed, by both teacher and students, on the quality of thinking; this emphasis conveys that the classroom is a business-like place where important work is being undertaken. The classroom atmosphere may be vibrant, even joyful, but it is not frivolous

Danielson, C. 2013

Artifact 2b-1

These are popsicle sticks. My students in my Senior Practicum have opportunity to earn popsicle sticks. They get rewarded for behavior for the whole day and they can get one everyday. They get a stick for 100% on reading quizzes and math goals or any test they take. They also can get 10 sticks if they score higher on their STAR Tests. They have a lot of opportunities to earn sticks which helps the students have the same expectations. This helps the students know that they are all treated fairly and shows the students they all can get the same rewards as long as they work hard. They can see the value of hard work. It also hold them accountable to having their sticks in a specific place so they won't lose them when they need to spend them.

Artifact 2b-2

This is called Reading Status. I have done this in my Senior Practicum. This is where everyday the students report on the books they are reading and what page they are on. The students just tell the teacher or myself what page and we simply move on. It teaches us that either the kids are reading every night, it shows us how long it has taken them to read a specific book and gives us data when the parents wonder why their child isn't making any progress. I love that this shows the students there is nothing wrong with what page you are on but it teaches the students that you have to have a book you are reading or you will look left out. The students get asked everyday and so it teaches consistency and accountability to show the students that they can be held accountable for their own learning.