Social Cultural Environment 3.2.2.

1 Safe Environment Malaysia is a multi racial country and the pupils diversity is obviously displayed in the classroom. These different ethnic groups that practise different norms and beliefs, and these cultural diversities in the classroom is something that you need to be aware of since it has an impact on your classroom management. You should always bear in mind that it is important for them to build a warm, caring, supportive and challenging classroom climate that will ensure effective social emotional teaching and learning. Fraser and OBrien (1985) suggest that teachers may safely proceed on the premise that classrooms function best when they provide a positive and structured climate, one that reflects warmth, support and pleasant circumstances with very low levels of fear.

i. Psychologically safe Teachers are said to be able to create a safe environment when their pupils do not feel threatened mentally or physically. Psychologically pupils would feel safe if they know that teachers are sensitive about their cultural diversity. Your pupils will feel safe because culturally, different ethnic group have different customs or practice which do not comply with their own customs or practice. They do not have to explain about their misbehaviours and this will create a very peaceful state of mind among them and emotionally they would feel safe knowing that the classroom is a place that does not practice discrimination and has high tolerance towards the cultural diversity.

ii. Physically safe Violence and bullying cases in schools are factors that can cause unsafe environments in schools where pupils can be physically harmed by their peers or other pupils in the school. Pupils are said to be physically safe if they are not harmed physically either by their peers or teachers. Sometimes teachers want to take the law into their own hands by punishing the pupils physically. This should be avoided because teachers should always be seen as warm and caring individuals who will protect their pupils as they will protect their

own children. Once you have broken the trust that the pupils have in them, most likely learning will not be able to take place naturally and effectively.

iii. Strategies In Promoting a Safe School No one person or group can bear the responsibility for creating and maintaining safe classrooms. Instead, a collaborative effort must be made that includes teachers, pupils and parents (Manning and Bucher, 2013). Working with teachers

In school, teachers play vital role in promoting a safe environment in school by : helping pupils to develop social competencies, problem-prevention skills and coping skills; emphasizing pro-social attitudes and values about self, others and work and avoids negative labelling and tracking; monitoring pupils academic progress, behaviour and attitudes on a regular basis; nurturing role models who show supports, warmth, mentoring and responsiveness to pupils needs.

Working with pupils

You can provide opportunities for pupils to assume responsibility for safer schools by: - creating a buddy system in the classroom in which current pupils help the new arrivals; - getting the pupils involved in a class project together such as a classroom beautification campaign; and - establishing pupils tip lines which provide anonymous, non threatening way for pupils to report school crime. However, it is often controversial because some parents and teachers do not want pupils placed in awkward situations. Working with parents and community members You can also enlist the help of parents to promote safe classrooms by:

- Encouraging them to communicate with teachers and making special effort to know their childrens friends and childrens activities at and away from school. - Familiarising with the school safe school policy as well as an individual teachers safe classroom policy.