• The teacher appreciates each child as an individual. Teachers in a healthy classroom work continually to understand who their students really are and what makes then unique. At the same time, they let students know who they are as people, too.

• The teacher remembers to teach whole children. Children have intellect, emotions, and changing physical needs that often extend beyond math and reading. Sometimes addressing self-esteem or an issue a child brings from home can be the most powerful lesson of the day.

• The teacher continues to develop expertise. Genuine expertise in a subject is more about applying skills and insights than mastering facts. Developing expertise means not just teaching science, but thinking with the curiosity of a scientist.

• The teacher strives for joyful learning. Both words in “joyful learning” are key. Teachers of healthy learning environments explore and understand subject matter in order to ensure the essential elements are at the core of a student’s experience.

• The teacher helps students make their own sense of ideas. Healthy classrooms are characterized by thought, wondering, and discovery. It is important that students retain information so they can call upon it later and use it to support their own ideas.

• The teacher shares the teaching with students. Inviting students to be a part of the teaching is important. One of the simplest ways is to have students teach each other the areas in which they excel.

• The teacher clearly strives for student independence. Teaching methods should be like directing a play. The director works tirelessly, orchestrating every move and every role. Then, when the play opens, the director takes a step back.

• The teacher uses positive energy. In healthy learning environments, there is a consistent sense of urgency about what is being learned. It’s not a sense of hurriedness, but the understanding that time and discussion are valuable. There are also clear expectations of respect and kindness, and laughter can be heard from making unexpected, spontaneous connections.

• “Discipline” is more covert than overt. In healthy classrooms, students gain attention in positive ways and discipline problems rarely get out of hand.

How can we create a positive classroom environment that reflects characteristics and capitalizes on our students’ individual strengths?

Here are five positive elements of a strengths-based classroom environment.

1. Positive Asset-Based Relationships Are Visible Among All in The Classroom

The importance of our relationship with students cannot be overstated. It begins with getting to know them and building trusting relationships. An important goal from the very beginning of our work with students should be identifying their strengths and qualities, in the form of values and assets, and reflecting them back to students. Gathering information about students is a good way to build and strengthen our relationships and personalize our interactions with them. One example of this relationship-building practice is greeting individual students as they enter the classroom. Think about how a student would feel when her teacher greets her by saying: Good morning, Lucy. Great to see you after that tough game last night. I heard you were very determined on that court!

2. Students Have Voice and Choice in Matters That Pertain to Them

Students living in adverse conditions are more likely to experience a loss of control and feelings of powerlessness. Classroom environments that promote empowerment do so by providing many opportunities for students to build their confidence and capacity to speak up, address issues, take risks, and make decisions about what works for them. Welcoming students’ voice and choice helps them to be involved in decisions that impact their learning. Asking a small group of students to suggest solutions to a challenging situation that affects them directly, is just one example of how educators can bring in student voice to our classrooms.

3. Lessons Are Made Relevant By Connecting the Curriculum to Students’ Lives

It is essential to develop lessons that meaningfully connect to students’ experiences and encourage them to become emotionally invested in learning. For example, linking literary characters and literature to students’ personal, cultural, social, and world experiences can validate students’ strengths and interests. Further, characters and their actions can be discussed at great length to help students learn what others have done to overcome challenges.

4. The Classroom Physical Environment Responds to Students’ Learning Preferences

A classroom is a haven for many students living with adversity. It is also a place that is conducive to learning because it takes into consideration students’ needs and preferences. For instance, students should have input in the arrangement and design of their classroom, including desks and wall space, to facilitate collaboration, discussion, and individual work. This type of environment fosters a sense of belonging and of feeling valued, competent, and safe.

5. Routines and Practices Have a Predictable Rhythm

Classroom activities that use routines and rituals are critical for alleviating the unpredictable nature of living with adversity. They help students to reclaim normalcy and control by supporting a downshift from a fearful state to a calmer and more positive one. An example is a routine opening meeting to describe the day’s schedule and discuss how students will transition from one activity to another.

References and resources

• https://www.waldenu.edu/programs/education/resource/how-to-create-learning-environments-that-support-differentiated-instruction

• https://www.ascd.org/blogs/five-elements-of-a-positive-classroom-environment-for-students-living-with-adversity