Rethinking What it Means to Create a Positive Learning Environment
Kate Vendramin
My initial inquiry was quite simple: how can educators foster this environment to allow students the opportunity to flourish? As I delved into this question, my thoughts began to evolve, and so did my inquiry question.
I originally believed that purely following a humanistic approach would solve the problem. While I still believe that having a humanistic foundation for my teaching practice is incredibly valuable, there are limitations and risks that can arise. The main concern that emerged was unintentionally lowering academic standards when focusing too heavily on emotional well-being. As I reflected on this, a few strategies I believe can challenge students academically include asking open-ended questions, normalizing struggling, and creating a culture that recognizes the value of mistakes. Finding the equilibrium here is challenging because both well-being and maintaining high academic standards are critical for overall student success. Through my exploration of this inquiry, I have learned that to create a positive learning environment, teachers must prioritize relationship-building, kindness, and empathy, all while maintaining structure and routine and delivering the curriculum.
My original inquiry was driven by finding a complete solution that would automatically lead to a positive classroom community; however, my key takeaway is that there isn’t one. There are a multitude of strategies that teachers can use to work towards building a positive environment, but the only factor that is completely within the teacher’s control is their dedication to reflection and professional development. The most effective way we can provide our students with a supportive classroom is to commit to lifelong learning and growth and to use reflective practice to respond to ever-changing student needs. Throughout this inquiry process, one word kept reappearing in my research and my thoughts: evolve. Educators need to recognize that the classroom community and student needs are always evolving, and the best way to respond to that is through reflective practice and viewing students holistically.
In my own teaching practice, I will commit to building a classroom community that balances a positive class culture and climate with high learning expectations. I will do this by intentionally employing a humanistic approach that prioritizes students’ well-being. I also commit to acknowledging that these commitments exist within several restraints, and that the best way to follow through on these promises is to engage in reflection and lifelong learning to support my students. I believe that it is not necessary to sacrifice academic standards to effectively support well-being. My goal is to give students a sense of belonging and safety, while empowering them to embrace challenges and struggles, and reach their full potential.
