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1 HLP#7: Establishing A Consistent, Organized and Respectful Learning Environment Student Name Affiliation Course Instructor Date

2 Introduction HLP #7 focuses on establishing a consistent, organized, and respectful learning environment. This particular high-leverage practice is part of high-leverage practices' social, emotional, and behavioral domains ( Council for Exceptional Children, 2017). Due to its focus, this HLP insists on the role of the teacher in creating an environment that enables the children they teach to behave well and thus promote learning and engagement filled with mutual respect. Teachers set clear rules and expectations for the learners, encourage the learners, create a neat physical space, and establish mutual respect. Application Teachers can create an environment that allows learners to learn and behave properly even though they may be unable to make them behave in certain ways (Mcleskey et al., 2017, p.56). The environment created by instructors propagates positive or negative behaviors. There are several ways through which a teacher might apply HLP #7 for young learners to create such an environment. For example, in a grade two class, when teaching English and specifically the storytelling segment, I would teach children that during the lessons, when they do not understand something that I have read or said, they should raise their hands instead of failing to ask or talking over one another. In the same way, if a fellow learner is retelling a story and they do not understand a concept, I would let them know that they are welcome to raise their hands. That way, we can establish an orderly classroom routine. This is in line with the mandates of HLP #7; in that way, I set expectations for what I expect them to do in class. The first step to ensure an organized and respectful learning environment is setting expectations (Council for Exceptional Children, 2018).

3 Additionally, I give positive feedback to the learners who raise their hands to ask questions. Research shows that providing positive feedback is essential to children's learning (Council for Exceptional Children, 2018). This would be critical because when children notice their positive behavior is acknowledged and encouraged, they are more likely to continue behaving positively. Furthermore, because learners do not learn at the same speed and learners with a disability require additional support (Anderson, 2021), constantly reminding my classroom what is expected of them would be a good way of establishing order and respect. Because learners come from different environments and, therefore, have different practices acquired in their different homes, reminding them to raise their hands and positively affirm them would build their confidence and encourage positive behavior. Furthermore, HLP #7 can be utilized to create an inclusive and respectful environment that values diversity by developing cultural competence and sociopolitical awareness in students. HLP# 7 is important because a well-organized and respectful classroom environment has learners who understand that they come from different backgrounds and, as a result, may have different cultures and sociopolitical standpoints. In kindergarten reading classes, among the practices included in learning is reading. To ensure cultural competence and sociopolitical awareness, I would choose different learners' books representing people of different cultures. Thereby, I will present learners with diversity and encourage them to appreciate it (CRPBIS, n.d.) Additionally, I would ask the students to tell the class about their experiences or stories and offer them positive feedback on their experiences. Reinforcement is critical to all learners, especially learners with disabilities and those from marginalized cultures. An instructional method that allows teachers to affirm learners is part of the instructional methods that create opportunities to grasp concepts (Anderson, 2021). The concept of cultural awareness and sociopolitical competency would ensure that my learners understand that they

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4 are all different, there are different cultures, and people can hold different opinions and remain friends. A positive and proactive learning environment can be achieved by ensuring that learners are confident and comfortable with their diversity (Iris Center, 2023). Translanguaging is an important factor in ensuring that students understand what is expected of them and even learning in general as required. For example, in an English storytelling lesson, if a bilingual learner does not understand a certain word in English even after explanation, I would utilize Google Translate to get a word they would understand in their language. In so doing, I would enhance the child's comprehension and support them. Teachers are mandated to ensure that emergent learners of the English language, that is, learners who are still learning the language and to whom English is not a first language, require added support like translation (Schissel, 2014). Accommodating ensures educational accessibility because learners are better equipped to understand what I teach and grasp relevant vocabulary (lbreiseth, 2019). Learners would only be able to fathom the concepts taught or understand the weight of the reading material if they were given the necessary support. Falling short of class and learning expectations would be rare if the learners are supported with appropriate feedback. Research by educators shows that it is necessary to ensure that the support that teachers offer to learners does not give them an unfair advantage over their counterparts (Schissel, 2014). Ensuring learners understand what a teacher says also shows high participation rates in class activities (Council for Exceptional Children, 2018). Therefore, this support that I would be offering to my bilingual learners in the realm of translation would offer the additional support they require to understand and meet classroom expectations. When implementing this HLP, I would leverage multiple methods of representation and expression to cater to the diverse learning needs of grade two learners in my English

5 class. For example, in the face of learners with a disability, I would use visual representations such as modeling, diagrams, and pictures to ensure that autistic learners understand what I say to them (lbreiseth, 2019). For example, when reminding my learners to raise their hands when they respond to questions, I would ask volunteers to show what it means to raise their hands and examples of inappropriate behaviors, such as speaking over each other. A respectful, organized, and consistent classroom requires that the teacher engages students in explaining the routines and teaches them using examples and non-examples (Mcleskey et al., 2017). Additionally, I would incorporate various methods of expression to allow students to demonstrate their understanding in ways that best suit their learning styles and abilities (Loftin, 2022). For example, I would provide opportunities for verbal responses, drawings, or even hands-on activities for learners who need to express themselves better in written form. For example, instead of asking them to write down the expectations that we have in place solely, I might ask them to reiterate the expectations verbally or even act them out. Supporting learners with diverse needs and diverse characters requires that I collaborate with other teachers (Anderson, 2021) in setting such expectations and creating that environment. Communication with other stakeholders would ensure that I get varying opinions and implement the best. Challenges However, there are challenges facing HPL #7 that have made its implementation difficult, particularly in inclusive classrooms with learners with learning disabilities and those without. The first challenge is the need for adequate research to ensure that all learners understand the instruction; thus, a respectful, consistent, and organized classroom environment is forged. As a result, even though research points out that integrated, inclusive

6 schools are the best learning environments are the best environments for learners with learning disabilities, the children still attend special schools (Schissel, 2014). There is, therefore, a need to move with speed in ensuring that adequate research is done so that teachers can learn from the research how to teach inclusive classrooms and, therefore, instruct them to create an organized, consistent, and respectful learning environment despite their special needs. Equity is yet to be established in the American educational system, especially in inclusive classrooms for ESL and disabled learners. While test accommodation may offer a tool for accessibility, for example, when a teacher reads test questions aloud for the classroom, equity is often never achieved (Schissel, 2014). Equity is important in teaching, especially regarding HLP #7, because learners can only be in a position to know and do what is expected of them if equity is attained. Therefore, while accommodation practices provide a means through which instructors and teachers make rules and expectations as well as expectations available to all learners, research must be done so that equity is attained. Conclusion In conclusion, HLP #7 is a very helpful high-leverage practice. It creates a positive and structured environment for learners to do well in school. By creating a positive and structured environment, teachers ensure that learners know what is expected of them at all times and feel good to be in a place where they are positively affirmed and corrected. Therefore, this particular HLP makes it easier for teachers by ensuring that learners do what is expected of them without constantly struggling and for learners to be at school. Because the practices under this HLP foster mutual respect, organization, and structure, it is a highly effective HLP that I will incorporate in my classroom.

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7 References Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H., & Wehmeyer, M. (2019). Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations

8 Among Classroom Placement, Learner Outcomes, and Other Factors. Research and Practice for Persons with Severe Disabilities , 45 (1), 4–13. https://doi.org/10.1177/1540796919878134 Anderson, L. K. (2021). Using UDL to Plan a Book Study Lesson for Students With Intellectual Disabilities in Inclusive Classrooms. Teaching Exceptional Children , xx (x), 1–10. https://doi.org/10.1177/00400599211010196 Council for Exceptional Children. (2018). HLP #7 Establish a Consistent, Organized, and Respectful Learning Environment [YouTube Video] on YouTube . https://www.youtube.com/watch?v=F-y48KAijbE CRPBIS. (n.d.). CRPBIS: Culturally Responsive Positive Behavioral Interventions and Supports . Crpbis.org. Retrieved November 28, 2023, from https://crpbis.org/ Iris Center. (2023). IRIS | Perspectives & Resources . Iris.peabody.vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/bi2-elem/cresource/#content lbreiseth. (2019, December 2). English Language Learners in Special Education: How to Partner With Your Students’ Families . Colorín Colorado. https://www.colorincolorado.org/article/english-language-learners-special-education- how-partner-your-students-families Loftin, K. (2022, January 6). The Many Benefits of Strengths-Based IEPs . Edutopia. https://www.edutopia.org/article/many-benefits-strengths-based-ieps Mcleskey, J., Council For Exceptional Children, & Collaboration For Effective Educator Development, Accountability And Reform. (2017). High-leverage practices in special education . Council For Exceptional Children. Schissel, J. L. (2014). Classroom use of test accommodations: access, equity, and conflation issues. Current Issues in Language Planning , 15 (3), 282–295. https://doi.org/10.1080/14664208.2014.915458

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6657591 code C.edited (1)

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