Research teaching & learning 2

Assessment 2: literature review

Overarching topic: Creating a safe and supportive learning

environment

Sub topic: What strategies can we use to facilitate a positive, safe and
supportive learning environment?

In creating a safe and supportive learning environment, aspects

such as teacher attitudes and self-efficacy towards teaching is
important to promote a positive, safe and supportive learning
environment for the students. Likewise, teacher’s teaching strategies,
practices and classroom management all contribute toward making
the classroom an inclusive, safe and supportive learning environment
for all students with learning diversity needs to succeed academically
and socially. Moreover, students’ social-emotional wellbeing and a
sense of belongingness to their peers and school are important factors
to consider when we are thinking about creating a safe and supportive
learning environment. Finally, providing the teachers with training and
help that support their own social-emotional wellbeing will also benefit
them in producing a classroom that reflect their personal belief of a
positive, safe and supportive learning environment.

Ejiwale (2012) discusses a teacher’s attitudes and self-efficacy

towards teaching and learning is important in promoting a positive and
active learning environment. When a teacher shift their role to a
facilitator of learning rather than information distributor, learning
become more student-centered and students become active learners
and they take more responsibility in their own learning. The teacher
being competent in pedagogy and promote learning environment
and welcome active participation of the students. The teacher as a
facilitator motivates the student and provides them with instructional
goals to achieve the learning outcomes. Effective facilitation of
students’ activities means that teacher is creating and promoting a
climate of acceptance that helps students to achieve higher levels of
learning. The teacher facilitate that learning and ensuring that learning
activities are open-ended, giving the students the freedom to explore
and experiment with their own interests and learning styles, which will
benefits students in gaining skills such as social skills gain from learning
in a group collaborative learning, negotiation skills and collaborative
problem solving skills and looking at alternative ways in solving the
problems.

Greene and Mitcham (2012) introduce a different yet important

part of teacher being the architect of building a safe and supportive
learning environment. When a teacher facilitate the learning activities,
they do not just serve as an overseer of the classroom rather they are
position as an active members of the conversation and learning that
occurs and using that opportunity they provide a dynamic and
supportive classroom community and they encourage the students to
collaborate and respect the views of others. Teacher would remain as
a content expert and the cohesive nature of the classroom community
that they created would encourage the students to share their unique
experiences and they would do so because they feel valued and
respected and gained confident to share their experiences thus they
become a promoter for their own learning.

Egeberg and McConney (2018) conducted a research with 360

students on their views towards classroom experiences. Egeberg and
McConney discuss the importance of student-teacher relationship that
contributes towards a positive, safe and supportive learning
environment. When a teacher establishes the positive and caring
relationship by being available to them, being attentive to their
academic needs as well as social and emotional needs and being an
active listeners would make students feel safe and supported for their
learning. When this positive student-teacher relationship is established,
students will make the decision to behave and cooperate in the
learning. Students feel that a safe and supportive learning environment
is established when the teacher is cooperative, caring,
helpful, supportive and dominant in showing their leadership and
influencing the students in learning. Egeberg and McConney (2018)
reflected on the research done in Australia, Israel and China with more
than 5000 students, the results show that 73.5% of students agree that
one of key strategy teachers use to create and maintain a safe and
supportive learning environment is by building a positive and healthy
relationship by being caring and listening to the students’ voice.

Obenchain and Abernathy (2003) suggest a few strategies that

we can use to facilitate an inclusive, safe and supportive
learning environment. Teachers can use a corporative learning
environment and assign a specific and meaningful role in the group.
The teacher can create a safe learning space when they actively listen
to the students and make them feel valued. The teacher can also look
at mentoring relationships by pairing a younger student with an older
one and it goes for grouping of different ability level and sees that
students collaborate and encourage one another
to succeed academically and socially. Teacher can also incorporate
“sharing chair” for the students to bring issues and concerns and give
every students an opportunity to share. This has proven to prevent
bullying in the school environment (Bouchard, Hollweck and Smith,
2016)
Bouchard, Hollweck and Smith (2016) exchange views on the
benefits of classroom circling time. It is consider being a
valuable pedagogical approach to building a safe and
supportive learning space as well as student social-emotional well-
being. It could also be used to restoring healthy relationship thus solving
social problems within the school, building self-esteem and support
cooperative learning environment. Bouchard, Hollweck and Smith
(2016) also discuss how this circling approach could support as an
avenue for teachers to develop the confidence and skills to implement
programs and activities that enhances social-emotional competencies
of the students. Teachers have also expressed that they
felt inadequate with skills and knowledge to provide a safe and
supportive learning environments (Kilgore, 2018).

The teacher’s effective use of teaching strategies plays an

important role in creative a positive, safe and supportive learning
environment. Tomlinson (2014) builds on the idea that a differentiated
classroom is an inclusive classroom, as it would promote the classroom
being a safe and supportive learning space for all learners with
different learning needs. Students bring different interests, knowledge,
cultural values and experiences to the classroom. A differentiated
classroom recognizes those different needs and supports the
individuals who learn in a different ways and at a different rate.
Furthermore, Tomlinson discusses that a safe and supportive learning
environment is the key to student successes (2014). The teacher would
work consciously and purposefully to maintain an inviting learning
environment by designing curriculum and implementing instructions to
help students achieve their best. A differentiated classroom is
important in creating a safe and supportive learning space as it
recognizes the different learning needs of the students and
differentiate teaching instructions and strategies to help students with
different learning styles achieve their best as well as allowing the
students to make mistakes and keep encouraging them to achieve
success through their mistakes. Success and failures are important
learning curves for the students.

In creating a safe and supportive learning environment, Kilgore

(2018) implemented differentiated teaching instructions and strategies
and found that when we are differentiating lesson activities to meet
the different levels of the students and their abilities, students are more
engaged and motivated to learn further which in turn improve the
positive outcomes. Students can also further their learning when we
plan and implement teaching strategies that cater on their strengths
and interests of the students. Especially for the gifted and talented
students, when they find the lesson content unchallenging it could
result in a disruptive classroom. When a teacher plan a lesson that
focus on “take it or leave it” and “one-size-fit-all” strategy, often
students will either find it not challenging or too difficult, thus they will
not feel that the teacher is supportive in helping them achieving their
best (Tomlinson, 2014).

Wentzel and Watkins (2002) point out in creating a safe and

supportive learning environment, educators must consider
incorporating positive peer relationship in their curricular activities.
While there is no substantial proof that there is a link between peer
acceptance and how it links to academic achievement but it could
be argued that a positive peer relationship has potentials to provide
students with a sense of social-relatedness and belongingness that
could motivate the students to engage in the social and academic
activities in the classroom which could lead to higher academic
achievements. However, wentzel and Watkins also pointed out that in
the absent of positive peer-relationship for some students, parents and
teachers support and positive relationship could also help them
succeed socially and academically. However, Pech (2013) refuted this
idea by saying that students’ inability to interact in a socially
appropriate manner may affect their ability to build healthy
relationship with the people. Thus we should encourage the students to
interact effectively with their peers. This could be done through
intentional teaching instructions in the learning activities.
Idsoe (2016) connects the link between parents being the
primary source of social support for children in order for them gain the
confident and skills in building positive and healthy relationships with
their peers. Idsoe (2016) did their research on positive and negative
affect of social inclusion and exclusion at 8 different schools, varying
between grades 5, 6 and 7 and a total of 1161 students, 569 boys and
592 girls were a part of this research. They found that feeling of social
connectedness and belonging to school is important for a healthy
psychological development. Therefore, as teachers we are to
implement teaching strategies, practices and adjusting the learning
environment to promote inclusion in the classroom and wider school
community.

Reference list

Bouchard, K. L., Hollweck, T., & Smith, J. D. (2016). FOSTERING

CLASSROOM COMMUNITIES THROUGH CIRCLING WITH
TEACHER CANDIDATES. McGill Journal of Education
(Online), 51(3), 1103-1120. Retrieved from https://search-
proquest-
com.ezproxy.uws.edu.au/docview/1927092923?accounti
d=36155

Ejiwale, J. A. (2012). Facilitating teaching and learning across STEM

fields. Journal of STEM Education : Innovations and
Research, 13(3), 87-94. Retrieved from https://search-
proquest-
com.ezproxy.uws.edu.au/docview/1015211575?accounti
d=36155

Egeberg, H., & McConney, A. (2018). What do students believe about

effective classroom management? A mixed-methods
investigation in western australian high schools. Australian
Educational Researcher, 45(2), 195-216. Retrieved from
https://search-proquest-
com.ezproxy.uws.edu.au/docview/2034279042?accounti
d=36155

Idsoe, E. M. C. (2016) The importance of social learning environment

factors for affective well-being among students,
Emotional and Behavioural Difficulties, 21:2, 155-166, DOI:
10.1080/13632752.2015.1053695

Greene, K., & Mitcham, K. C. (2012). Community in the classroom.

English Journal, 101(4), 13-15. Retrieved from
https://search-proquest-
com.ezproxy.uws.edu.au/docview/1238188352?accounti
d=36155
Inlay, L. T. (2016). Creating a culture of respect through the implicit
curriculum. Middle School Journal, 47(2), 23-31. Retrieved
from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1762002053?accounti
d=36155

Kilgore, K. A. (2018). Teacher perspectives on differentiation for gifted

students in the general education classroom. Walden
University.

Shewark, E. A., Zinsser, K. M., & Denham, S. A. (2018). Teachers’

perspectives on the consequences of managing
classroom climate. Child & Youth Care Forum, , 1-16.
doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1007/s10566-
018-9461-2

Tomlinson, C. (2014). Differentiated Classroom : Responding to the

Needs of All Learners. (2nd ed.).

Obenchain, K. M., & Abernathy, T. V. (2003). Build community and

empower students. Intervention in School and Clinic,
39(1), 55-60. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/211737564?accountid
=36155

Pech, S. (2013). Peer pals: Supporting positive social-emotional

behaviors in a kindergarten classroom. Childhood
Education, 89(4), 217-223. Retrieved from https://search-
proquest-
com.ezproxy.uws.edu.au/docview/1492879347?accounti
d=36155

Wentzel, K & Watkins, D. (2002). Peer relationships and collaborative

learning as contexts for academic enablers. School
Psychology Review. 31(3), pp 366-377.
Consent form

Part B: Data collection protocol

Dear Potential Participant:

I am working on a project titled Factors in Reading Comprehension for the class,
‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the
project, I am collecting information to help inform the design of a teacher research
proposal.
Our topic has isolated a number of factors that affect reading comprehension in
students in the middle years of secondary school. We will be assessing the accuracy
of students’ responses to a reading comprehension activity before and after the
implementation of a number of classroom-based interventions, including a series of
lessons based on the principles of the pedagogy of Direct Instruction. In order to do
this, we will be seeking consent from students to contribute samples of their work,
which will be de-identified, as well as looking at resources and lesson plans
developed by the teacher.
By signing this form, I acknowledge that:
 I have read the project information and have been given the opportunity to
discuss the information and my involvement in the project with the
researcher/s.
 The procedures required for the project and the time involved has been
explained to me, and any questions I have about the project have been
answered to my satisfaction.
 I consent to submitting samples of my work/lesson resources/lesson plans
(please circle) that will be de-identified and gathered as data.
 I understand that my involvement is confidential and that the information
gained during this data collection experience will only be reported within the
confines of the ‘Researching Teaching and Learning 2’ unit, and that all
personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without
affecting my relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

university student who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or
17 years old, and provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: _________________________________
 Research Protocols
Data collection protocol 1: Observation
Lesson No.: ……/10 Teacher:
Themes Teaching strategies that Evidence in the classroom (Notes
facilitate a safe and and attach resources when
supportive learning
environment
applicable)
Classroom management Observe:
Classroom explicit
instructions
Seating arrangement
Student behavioral
management
Disciplinary plans

Differentiations to meet Teaching strategies

the needs of students with (e.g. Scaffolding, group
diverse learning needs collaboration, pair
activities, student-
centered learning)

Student-teacher Teacher attitude, resilient

relationships and self-efficacy
Listening to the students
inputs
Catering for peer-
relationships
Building classroom
community

Classroom instructions Motivating the students

Grouping and paring
strategies and facilitating
those group work to
create a safe and
supportive learning
environment
Student centered learning
Inquiry-based learning
School community Training and support group
for the teacher
Active engaging of the
parents in the school
community
Data collection protocol 2: Interview
With the teachers
Teacher’s name: Teacher No.: ………/5
Questions Notes
Interview with the teacher
will also be recorded on
the using voice recording
on the phone. The
participant will be asked
to sign the consent forms.
Background
1. Tell us about yourself. (Background information
such as education, motto to teaching)
2. What inspire you to become a teacher?
3. What experiences have you had, both in your
teacher education program and in other jobs or
volunteer work that have helped to prepare you
to become a teacher?
4. In your opinion, how do you think students learn
best?
5. What are the expectations do you have of your
students?
Instructions
6. Give several examples of how you have
instructionally designed your lessons to meet the
varying ability levels of your students (Low,
average & high)
7. How do you organize an effective lesson
(planning, sequence, support, appropriate,
engaging, etc..)?
8. Tell us more about your instructional style. How
do you teach? What would we see in your
classroom?
9. How do you utilize different teaching strategies
to best provide for the learning needs of all
students?
10. How do you facilitate learning that occurs in the
classroom so that all students in the classroom
feel that they are included in the learning?
11. What strategies do you use to ensure that all
students have meaningful parts to play in the
group assessment/collaborative learning?
12. How do you ensure that students’ social-
emotional needs are looked after in your
classrooms?
13. How do you plan your curriculum activities to
meet the needs the students from diverse
learning backgrounds (LGBT, Indigenous
students, Students with special needs, gifted and
talented students)?
 14. How do you motivate the unmotivated?
15. How do you communicate with the students that
they are welcome in the classroom?
16. How do you make the students feel that they are
part of the classroom?
17. How do you respond to the students who have
behavior issues in the classroom?
18. What is your opinion towards the disciplinary
methods that the school has in placed?
19. Do you think we could have better solutions to
engaged students in the learning experience so
that they don’t feel frightened to come to
school? What solutions do you propose?
20. Do you believe that a student who has a positive
social-emotional development has a better
chance of exceeding academically? How so?
21. Peer acceptance is important is a classroom for
the students to be engaging in the learning
experiences and exceed academically. Do you
agree or disagree? Can you provide reasons for
your argument?
22. How do you incorporate teaching strategies that
support a positive, safe and supportive learning
environment in your lesson plans?
23. How do you cater for the social-emotional well
being of the students in the classroom?

Classroom management
24. What are your classroom disciplinary plans?
Discuss.
25. Discuss how you would handle a student who
has repeatedly disrupted the classroom.
26. In providing a positive, safe and supporting
learning environment for all students, which
teaching practices and classroom management
strategies seems most important for you?
27. Is it important for a teacher to build a healthy
and positive student-teacher relationships in the
classroom?
28. Does it promote a positive, safe and supportive
learning environment?
29. What are the important factors to consider when
building a healthy and positive student-teacher
relationship?
30. How do we teach the students to be responsive
to the emotional and social needs of the
students in the classroom?
31. How do you encourage the students include
others in a group activities?

School community
32. How do you promote acceptance, tolerance
and diversity in your school community?
 33. How do you involve parents in your teaching and
classroom?
34. Do you think that students who have social and
educational support from the parents achieve
better educational outcomes? Why or why not?
35. How do you promote inclusiveness and safe and
supportive learning environment in your
classroom and in your school?
36. Indigenous students
37. Students with special needs

Professional care and development

38. Is there any professional development and
training that you have received to help you build
a positive, safe and supportive learning
environment?
39. How has it helped you in creating a learning
space that is safe and supportive for the
students?
 Justification for research protocols

For the purpose of this research, interview and classroom

observation has been chosen as data collection protocols. The aim of
this research is to find out the most effective use of teaching strategies
and practices in the classroom and in the school community that
contribute to building a positive, safe and supportive learning
environment. To get a good grasp of the practices within the school
and teaching strategies those contribute to safe and supportive
learning environment, at least two lessons same participating teachers
(a total of 10 lessons) will be observed and collect data for
interpretation. The five participants will be chosen from different
learning areas such as special needs & support teacher, Maths,
Science English, History and arts so as to gain understanding on how
different teachers might different practices and strategies that they use
to create a safe and supportive learning environment. As well, the
interview will later follow to the participating teachers to further clarify
their practices and teaching strategies and how this has an impact on
the building of a safe and supportive learning environment. All the
participants will be required to sign the consent form. The participant
names and the school that this research will take place will remain
anonymous for the purposes of protecting ones privacy.

During observation, we will take notes and perceive how the

teacher uses teaching strategies and practices within the classroom to
create a safe and supportive learning environment. Through
observation of different classrooms and different teachers, hopefully
we will be able to see teachers uses different strategies and practices
within the classroom to ensure that everyone is included and feel safe
to express their views and contribute valuable knowledge into the
learning environment. We will also have a close look at how the
parents are involved in the learning of their children and in the school
community.

Interview will also be conducted with the participants to gain

more in-depth understanding towards their strategies and practices
that contribute to facilitating a safe and supportive learning
environment. The questions are designed for the participants to
critically reflect on their teaching strategies and practices within the
school that support the inclusiveness of the students in the classroom
and building a safe and supportive learning environment.