Fostering a Positive and Collaborative Classroom Commnuity in the Elementary Classroom
Submission Type
Event
Expected Graduation Date
2013
Location
Lower Level, Ames Library, Illinois Wesleyan University
Start Date
4-20-2013 9:00 AM
End Date
4-20-2013 10:00 AM
Disciplines
Education
Abstract
Students typically seek a sense of belonging within their elementary classrooms. Increasing diversity and academic demands on students means teachers need to find new ways to create an inclusive and positive classroom community. Building teacher affiliation with students, using technology, and providing opportunities for collaboration may be useful in promoting a sense of community. This paper explores the effects of teacher affiliation, technology, and collaboration in fostering community, as well as potential struggles that may arise in the process. This study uses a qualitative self-study approach, and the data includes field notes and student feedback. The findings give credence to the use of close teacher affiliation, collaborative technologies, and increased collaborative opportunities as potential methods to increase a sense of community in the classroom. This study encourages further exploration into methods for creating positive classroom communities.
Fostering a Positive and Collaborative Classroom Commnuity in the Elementary Classroom
Lower Level, Ames Library, Illinois Wesleyan University
Students typically seek a sense of belonging within their elementary classrooms. Increasing diversity and academic demands on students means teachers need to find new ways to create an inclusive and positive classroom community. Building teacher affiliation with students, using technology, and providing opportunities for collaboration may be useful in promoting a sense of community. This paper explores the effects of teacher affiliation, technology, and collaboration in fostering community, as well as potential struggles that may arise in the process. This study uses a qualitative self-study approach, and the data includes field notes and student feedback. The findings give credence to the use of close teacher affiliation, collaborative technologies, and increased collaborative opportunities as potential methods to increase a sense of community in the classroom. This study encourages further exploration into methods for creating positive classroom communities.