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Positive Relationships and Safe Spaces: Classroom Management

Elisabeth J. Lowder

California State University, Chico

EDTE 265: Exploration of Teaching and Learning in Diverse K-12 Settings

David L. Teja

May 10, 2023

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Positive Relationships and Safe Spaces: Classroom Management

As a student studying in the education field, I have been able to expand my personal beliefs

as I continue to learn. With that said, I have come to the conclusion that building trust with learners

is one of the most crucial parts of creating a healthy classroom environment. Through my education

and research, I have identified multiple key strategies that can help foster trust in a classroom and

create positive relationships with students. I believe positive relationships are one of the main ways

a classroom is able to function smoothly and productively. In order to build trust with my learners I

will take the time to get to know each person on an individual level. By showing my interest in

them and taking the time to understand their unique backgrounds, cultures, and learning styles, I can

tailor my lessons to be more engaging and effective while also building strong relationships.

Relationships are a two-way street and need fostering from both people in order to thrive.

They require constant effort, compassion, listening, self-reflection, and lastly clear and fair

expectations. By establishing clear expectations and rules for behavior, students are able to

understand what is expected of them fully. When creating behavior expectations, teachers should

take into account the school smission statement, their students input, and current or previous

classroom behavior data (Harlacher, 2015). By setting these standards at the beginning of the year,

and including them in the process, students will know what is appropriate behavior and are more

likely to stay focused and engaged in class. As a future educator, I also recognize that managing a

classroom involves more than just visible actions. There are so many behind-the-scenes elements,

such as establishing routines and procedures, that can help create a well-run classroom as well.

Another component of classroom management is making sure that the students feel seen and

heard. A teacher's lessons should include aspects that are relatable and relevant to their students. An

article that was referenced by Vanderbilt in their IRIS modules, explains that“...early childhood

educators must support consistently warm and caring relationships between families and their
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children, respect families’ languages and cultures, and incorporate those languages and cultures into

the curriculum, their teaching practices, and the learning environment” (Kaiser & Rasminsky,

2020).When possible I will do this by incorporating all of the above so that students can feel seen

and see the real-world application of what they are learning. I will also make sure that students have

plenty of opportunities to share their ideas while I am there to facilitate a safe space. Lastly, it is

important to include a variety of different types of activities. This is key because all students should

have the chance to be “in their element” and show what they are capable of when their learning

style is the focus.

Overall, I believe that creating a positive learning community, fostering relationships, and

having clear expectations are essential for student success. As it states in our textbook for this

course, “To foster a sense of community in the classroom, teachers must ensure that the classroom is

a safe place—not just a physically safe environment but also an emotionally safe place where

students are treated ith respect, both by the teacher and by each other” (Koch, 2016). When students

feel comfortable sharing their ideas and working together, they can learn from each other and

become more invested in their own education. As a future speech pathologist, I am excited to apply

all of these principles in my career whether I’m working with small groups or one-on-one sessions.

I am committed to building relationships with my students, their families, and my colleagues to

create a safe, inclusive learning environment where everyone can thrive.

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References

Harlacher, J. E. (2015). Designing Effective Classroom Management. Marzano Resources.

Kaiser, B., & Rasminsky, J. S. (2020). Valuing Diversity: Developing a Deeper

Understanding of All Young Children’s Behavior. Teaching Young Children, Vol. 13,

No.2.

https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-unde

rstanding-behavior#content

Koch, J. (2016). Teach3: Introduction to education. 4LTR Press.