Safe Learning Environment

Why is this essential?

Students cannot reach higher levels of growth until their basic needs are met. This is well known in psychological theory as Maslow's hierarchy of needs. In the classroom, teachers cannot expect students to meet educational goals unless they provide a safe learning environment. Feelings of safety are created through routines, consistent expectations, and an encouraging climate. Underneath safety is physiological needs— students must have access to snacks and beverages, and they are allowed to rest if they feel sleep-deprived. By accommodating these needs, teachers enable their students to achieve their full potential as developing learners.

My Experience

As a teacher, a safe learning environment is my top priority— without one, nothing further can be accomplished. I started by establishing a routine for the transitions in class so that the students would know what to expect. To begin class every day, I would say from my desk, "Alright everyone, take out your notebooks and a pencil, and we'll get started in a few minutes." When it was time, I would walk to the front of the room and ask the students how they are doing. From their responses I could sense what type of lesson environment would be appropriate. I keep consistent the style of the slides and my physical presentation. To end the class, I would always say, "That's all for today. Thanks, everyone, I hope you have a great day, and I'll see you tomorrow." This was my cue that the students can pack up and leave once the bell rings, and I hoped that the positive message would start their day well. By having a consistent routine, the students do not need to fear any surprises.

One tier above safety needs is a sense of belonging. My students are not numbers, but people. I made it my responsibility to learn all of my students' names so that I could begin to form better relationships with them. At first it was hard to connect with the students because I joined their classroom halfway through the year instead of meeting everyone on the first day. After fifteen weeks, I had much stronger relationships with many of the students, although not close as those with my mentor teacher who has known some of the students for multiple years. Even so, as the students and I warmed up to each other, it meant that they trusted me as their instructor and felt safe to learn in the classroom.

Many people have had damaging experiences in a math classroom which led them to develop mathematical anxiety. To help prevent this, I made it my goal to create positive math experiences for all students as often as possible. I use a gentle, encouraging tone to teach, I promote the message that the students are capable of solving the problems in our class, and I demonstrate that it is natural to make mistakes, how to identify them, and how to work back from them. This approach counters what may cause math phobia— a teacher who has a demeaning tone, who neglects students for not appearing capable, and who condemns mistakes by expecting correctness at every stage of the learning process.

As the teacher, I told the students that they can always contact me for whatever reason. When situations arose, I wanted the students to know that I am a safe person to communicate with. Sometimes students are afraid to talk to their teachers because they may get judged or lose grade points. I never hold a student's grades over them, and I made clear that my grading policy was transparent and open to discussion. Students would email me if they thought that I had incorrectly graded an assignment or had an error in the gradebook, and I would thank them and make corrections. When students had situations at home that prevented them from working on assignments, we would talk together to agree on a makeup plan. I just wanted the students to feel supported and that they could advocate for themselves.