| There are a number of factors that contribute to | | | | upon the risk of the students entering the |
| the quality within an elementary classroom. This | | | | classroom. Those children with lower scores; from |
| quality is created not only by the elementary | | | | poor or working-poor families; or whose ethnicity |
| teacher, but also by the children and their families | | | | is nonwhite are twice as likely to be in the low |
| and the school. It is good news that research | | | | overall quality classrooms. This is not to say that |
| suggests that 25 percent of all first grade | | | | these children cannot be part of a quality |
| classrooms are measured as high quality overall; | | | | classroom, but instead that they place a greater |
| yet 17 percent of classrooms are characterized | | | | demand on the teacher and can bring the overall |
| by negativity and low instructional value. | | | | quality of the classroom down. |
| Between these two extremes are two other | | | | What are Your Attributes? |
| types of environments. The first is the mediocre | | | | The attributes of the elementary teacher prove |
| classroom where emotional and instructional | | | | to have very little to do with the overall quality of |
| support were in the mid-range. The second group | | | | the classroom. In other words, just because you |
| is one in which emotional support was high, but | | | | may have the education and experience does not |
| instructional demands were low. As such, there is | | | | automatically guarantee a quality classroom. Even |
| considerable opportunity for improvements among | | | | having a graduate degree did not have much |
| elementary classrooms in the United States. | | | | influence in quality of the classroom, suggesting |
| These improvements could easily begin with | | | | that graduate courses focus more on theory than |
| better teacher training, with the right goals in | | | | on teaching techniques. |
| mind. | | | | What are the characteristics? |
| What is a Typical Classroom? | | | | The attributes of a classroom or school does play |
| As an elementary teacher, you may be | | | | a role in the quality of the classroom. Class size, |
| interested in whether or not your classroom is a | | | | presence of teachers' aids and whether or not it |
| typical classroom. Research has shown that the | | | | is a private or public setting all contribute to the |
| typical early-educational elementary classroom is a | | | | overall level of education. Interestingly, research |
| fairly positive social environment presenting low | | | | does not support private school over public school |
| productivity and engagement in academic | | | | as there were equal proportions of public and |
| activities. In other words, this type of classroom | | | | private schools in the lowest-rated classroom |
| is meant to teach students how to act and learn | | | | type. |
| in a school environment. At the same time, both | | | | What are the Implications? |
| kindergarten and second-grade classrooms have | | | | For an elementary teacher, a quality classroom is |
| been found to offer close and positive | | | | attainable, if you know what to reach for to |
| teacher-child relationships. Overall levels of quality | | | | achieve it. Perhaps the best answer is to use such |
| are considered to be moderate. | | | | research to influence policy makers on making the |
| What is the Feedback? | | | | necessary changes within the schools to deliver a |
| One of the key elements identified in research is | | | | better quality education within the younger grades. |
| that not only should an elementary teacher offer | | | | At the same time, there is also a clear link |
| substance in the classroom; he or she should also | | | | between families and educational opportunity, |
| gain feedback on children's performance. Effective | | | | suggesting standardized items across the board |
| feedback is also necessary from the teacher to | | | | could improve the overall system. |
| the student in order to reinforce specific attitudes | | | | Ready for a Change? |
| or performances. When the teacher and the | | | | If you're ready to start experiencing the benefits |
| student are both able to provide feedback to | | | | of using video in the classroom, your next step is |
| each other, overall quality can improve. | | | | to download a free copy of "The 7 Biggest |
| What are Risk Factors? | | | | Mistakes Teachers Make Using Video in the |
| The overall quality of your classroom can depend | | | | Classroom" by clicking on the link below right now. |