Ty VanPatten
Angela Sandy
Foundation of Education
10/31/2016
Chapter 14
What is it? (330)
Classroom climate is the feeling and beliefs
students have and cumulative patterns of
behavior. The most important word in this
excerpt is student. It isnt about your feeling
and beliefs but rather the students and all
students are different. Henceforth, the climate
is a mixture in which case it varies from
individual to individual. But the fact remains
that as a whole what is the climate Good?
Bad? Or Ugly? It should be good and with
some tricks the climate should be just that.
Greeting, Listening, Responding,
Acknowledging, and Affirming (332-333)
This is great seems how it talks so many keys
things to bring together a vase variety of
different backgrounds. Now while we have
discussed the importance of teachers doing
this things with their students this shines the
light on why the students need to as well. It
talks about how simple positively greeting
people of all ages and ethnicities help fight
the issues of gender and other discrimative
thoughts that may develop. Also how good
listening is just as important when it comes to
each other rather than just the teacher.
Social Skills and Group Dynamics (334-336)
This part also depicts the importance of
working as a whole. Using an example of a
fifth grade class given instructs to prioritize
the list of things to take from a plane to
survive subarctic conditions. First allowing
the students to do it by themselves, then
incorporating it as a group effort. It should
students that although they might see that
Knowing Others (331-332)
This is important because growing up we
have always had to do getting to know one
another. But it wasnt till this year where this
started to make sense why all the teachers do
this. It is part of building a community and
mutual support. Allowing the students to feel
as a group rather than just individuals and
alone. Amplifying their confidence and
dwindling their concern to not fit in.
Group Identity, Responsibility (333-334)
This part talks about forcing the students to
rely on one another to develop a sense of
needing each other to accomplish a goal. This
forces those who arent normal in a group to
partake in trusting another to help along the
way. It builds trust of course, along with the
sense of being part of something bigger and
making the students feel important and
needed. Alongside making the students see
the value in one another and the capabilities
each has to offer. Looking at the coin from
two different sides so to say.
Problem Solving and Conflict Resolution
(336-337)
This section states something that is important
in real life. It states that in order to build a
strong community people need to solve their
own problem. It not only states that but lists a
step by step on how to get the issue resolved
between eah other where there is not a win
and a loser but rather a mutual agrrement
they are right other people have a different where both parties are happy with the
outlook on things and can help you out in solution. This step by step is helpful when it
order to survive. Saying that two headed are comes done to the disagreement so that way
indeed better than one, collaborating helps see neither students does something they regret.
the big picture and ideas. Also it keeps the environment positive and
gives the students a handy tool not only in the
classroom but also in the outside world.
Speed (340-341) Stop My Teaching (343-344)
As a teacher this is a crucial thing to look at This section ties into the speed effect, as
when it comes to students. It is important that teachers we know or rather should know the
the students know that faster is not better and content rather well. So as a result they tend to
therefor it is better to ask questions and go through the content as supersonic speed.
develop a better understanding rather than just Enabling the kids to stop the teaching is an
to get through the lecture. I know I am guilty absolute necessity in which to strive toward
of just wanting to get the class over with my the no child left behind motto. It also helps
night classes. But this also talks about speed the teacher learn which sections need to be
when it comes to test and giving answers. taught in more depth later down the road so
While a student might not know it off the top that way the teacher is better prepared next
of their head it is important to let those you time they teach the content. Letting the
arent speed thinkers time to evaluate so that students know that they can ask you to slow
they wont get discouraged and give up, so down is essential so that way they develop
that way they can still actively participate in better knowledge of the subject and increase
class. their learning.

Guess What is On My Mind? (344) Learning Style and Choices (345-348)

As teachers coming up with questions often is
difficult. Developing a strong question
without giving away the answer. Often
teachers dont realize that they are playing
Guess-Whats-On-the-Teachers-Mind. By
realizing that they are doing this discussing it
allows students pet peeves to be fixed. Also
allowing the students to understand more
clearly. One idea was ask a question and if
three students answered a question wrong you
should ask the in another way. So as a teacher
we must be able to ask a question in multiple
ways not just one way.
This talks about the different ways students
learn. As a teacher it is not only important that
you have all the different ways people learn
incorporated in the lesson but also teach the
students how to identify which one they learn
best with, increasing the likely hood of their
success and comprehension on how they need
to be instructed. It opens up doorways for
them to know how to ask for help and
empowering them.

Expertise(351) Culturally Relevant Teaching (351-352)

In the constructivist teaching an idea about Keeping the subject relevant to the what is
having the students present a topic they feel
they are experts on. This is an extremely good
idea, if the students pick something the
experts in more in likely they enjoy the
subject matter. Overall ending in them
actually being excited to discuss it and having
them bring meaning to the lesson for
themselves.
happing around the students help keep the
students interested and more involved. It
gives them something to relate to which
increases there likelihood to remember the
subject for future tests and enables the kids to
get a better grasp on how that subject works.
Making the subject relatable to the students
help the students to achieve.

1. I wonder if you dont know too much about the culture of the students, is it a good idea
for them to give examples?
2. Furthering on the last wonder, what if they give you example and it is wrong but you
dont know that?