High-quality classroom instruction, peer and faculty/staff support of achievement-oriented behavior, positive role models, high academic expectations, and institutional academic supports for students are key components of a positive IHE academic environment. High levels of faculty/staff satisfaction, a sense of collective responsibility among faculty/staff and the administration for promoting students’ academic achievement, and the availability of teaching materials also comprise a positive instructional environment.
Faculty and staff who connect to college students’ context and reality cultivate a campus culture that is supportive of academic achievement. Positive student outcomes are attained by providing students with vital supports through culturally-responsive practices and differentiated learning. Providing opportunities for students to lead and explore topics of their interest in addition to employing effective teaching techniques are pivotal to helping college students cultivate the academic knowledge and skills they need for success.
When campus classrooms are mismanaged, behavioral disruptions among a few students may interfere with learning for an entire course section. Although the IHE-wide disciplinary environment plays an important role, strategies for building connections and belonging are key to laying the foundation for a strong instructional environment. Classroom management that is trauma-informed and integrated with SEL prioritize key principles such as trustworthiness and transparency, faculty/instructor-student relationships, peer support, accessible academic and mental health support, and campus and community collaboration.
Dunbar, C. (2004). Best Practices in Classroom Management. Michigan State University. Retrieved from: https://www.msu.edu/~dunbarc/dunbar3.pdf.
Oliver, M., & Reschly, J. (2007). Effective Classroom Management: Teacher Preparation and Professional Development. Washington: Vanderbilt University. Retrieved from: http://files.eric.ed.gov/fulltext/ED543769.pdf
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
Suprabha, K., & Subramonian, G. (2021). Blended Learning Instructional Strategy Interventions for Higher Secondary School Students: A Focus on Social Skills. i-manager's Journal of Educational Technology, 17(4), 55-64. https://doi.org/10.26634/jet.17.4.17669
