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It is hard to entrust your child’s learning and safety to just anybody. You can set an appointment and tour through our facility to get a first-hand look at how small but effective our classroom environments are.

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A positive learning environment can be created only through acceptance and respect. The best way to do that is to relate to students with maturity and dignity,…

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How to Survive a Hostile Classroom Environment: Coping with High Risk Students

Surviving a hostile classroom can present a momentous challenge to educators, especially for new teachers. Hostility can occur suddenly and without warning. Unprepared teachers may find themselves surrounded by unmotivated, unruly and disrespectful students. Such situations can happen at any time of the year. However, teachers must be trained to cope with these intense moments. A few carefully…

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Given my own experience in educational and professional spaces, I try to be more sensitive to what it feels like being “the only [insert your category here]” in class and to be more mindful of how the particular composition of the classroom can inflect a discussion. In one of my classes, we were discussing the Travels of John Mandeville and its description of “Ethiopians” and discourses of blackness and beauty. There happened be only one black student in class that day, and as we approached this topic many of the classmates’ glances began to drift, as if on cue, toward this person…perhaps in anticipation that this student would soon speak up, or otherwise just to gauge her reaction; in any case, it was an unconscious and unspoken shift in the class dynamic that “singled out” the student in a way that obviously made her uncomfortable. This student avoided eye contact with me as this was happening (clearly she did not want to be called upon) and, picking up on this weird classroom dynamic, I redirected the conversation by inserting myself in the moment. I said something to the effect that “as a nonwhite person I find these Eurocentric racial discourses cause me great discomfort. We obviously have both white and nonwhite people in this room, so what are some ways we can all approach reading this passage today?” I found that at this point all the students felt they had more of a “way into” the discussion and there was no longer this perception that only one “type” of person bore the burden of responding to this passage. It was one way to give us all permission to openly acknowledge the many different bodies in class and to engage in a shared discussion. Although I touched base with this particular student later about things in office hours and we had a productive conversation about this and made sure she hadn't felt alienated, I don’t doubt that I could have done better—but I at least tried to “call out” a (subtle) shift in class behavior as it was happening and do something productive with it.

"Intersections: On Annoyances, Mistakes ... and Possibilities" by Jonathan Hsy (The Medieval Middle)