Running head: ASSIGNMENT 4 – LITERATURE REVIEW: TPE 2 1

Assignment 4 – Literature Review: TPE 2

Rachel Wexler

National University

In partial fulfillment of the requirements for

TED 690−Capstone

Daniel Weintraub
ASSIGNMENT 4 – LITERATURE REVIEW: TPE 2 2

Abstract

This assignment includes a review of Azlin Mansor, Kim Wong, Mohamad Rasul, Mohd Mohd

Hamzah, and Aida A. Hamid’s article “Effective Classroom Management” published in the

Journal of International Education Studies. This supporting literature in relation to the

competencies in TPE 2 (Creating and Maintaining Effective Environments for Student Learning)

explores and identifies the characteristics of an effective teacher focusing on classroom

management and the classroom environments role in student’s ability to be successful in their

learning.
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The second Teacher Performance Expectation (Creating and Maintaining Effective

Environments for Student Learning) emphasizes the importance of promoting and maintaining a

learning environment that is sensitive to students’ social-emotional growth, encourages positive

interactions, creates inclusivity, and establishes clear expectations for a positive classroom.

These competencies ensure that teachers establish a healthy classroom environment that is

conducive to students learning through making them feel valued, safe, and confident. This

disposition is supported by the findings in Azlin Mansor, Kim Wong, Mohamad Rasul, Mohd

Mohd Hamzah, and Aida A. Hamid’s article “Effective Classroom Management”, which

“determined four key characteristics that correlated with teacher effectiveness: having sound

knowledge of subject matter; taking personal interest in each student; establishing a caring and

warm atmosphere; and showing enthusiasm with students” (Mansor. Eng, Rasul, Hamzah, &

Hamid, 2012).

One of the competencies outlined in TPE 2 states the significance of establishing and

maintaining “clear expectations for positive classroom behavior and for student to-student and

student-to-teacher interactions by communicating classroom routines, procedures, and norms to

students and families” (Commission on Teacher Credentialing, 2016). To promote a safe and

positive classroom environment it is ideal that classroom rules should be established in a

democratic manner where students work together with their teacher to determine what the

specific rules of the classroom should be. It has been found that “students’ motivation to learn

increases when they are granted a decision-making capacity regarding the direction of the class,

which is also positively related to student autonomy” (Mansor. Eng, Rasul, Hamzah, & Hamid,

2012). Including students in the process of creating rules and having them vote on what they

believe the rules should be that govern the classroom gives them a sense of control of their
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environment and empowers them. Creating a more democratic environment is beneficial as

“learning outcomes are directly related to the learning environment within the classroom created

by the teacher due to the fact that the processes of learning that they foster are by far the more

powerful” (Mansor. Eng, Rasul, Hamzah, & Hamid, 2012). Having students involved in the

process of establishing classroom rules and routines gives students a greater sense of ownership

which in turn makes them more likely to commit to following the rules. A classroom where

student’s ideas are valued and where they get to be involved in processes, such as creating

classroom rules, creates a safe and controlled environment that students can thrive in.

Another important aspect of TPE 2 is creating an environment that makes students’ feel

comfortable, safe, and allows them to engage freely in their learning. As TPE 2 states, it is

essential that teachers “create healthy learning environments by promoting positive relationships

and behaviors, welcoming all students, using routines and procedures that maximize student

engagement, supporting conflict resolution, and fostering students' independent and collaborative

learning” (Commission on Teacher Credentialing, 2016). One of many ways to do this is through

implementing a ‘morning check in’ each morning where students are able to tell the teacher how

they are feeling and are able to discuss those feelings. Doing so not only creates a sense of

community, but shows students that you genuinely care. The importance of demonstrating your

care was seen in research done by Malikow where results indicated that “exhibiting a caring

attitude is the third most frequently cited characteristic of an effective teacher, together with

being interested in students” (Mansor. Eng, Rasul, Hamzah, & Hamid, 2012). Taking the time to

sit down with students in the beginning of the day and allowing students the opportunity to

communicate their feelings and thoughts demonstrates care and commitment and lends to

positive relationships with students, which in turn creates a positive and healthy learning
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environment. Creating a rating system for students to use to communicate their feelings during

morning meeting is also a great way to foster engagement. Students can indicate how they are

feeling based on the number of fingers they hold up, rather than having to verbalize it; one finger

is excellent, five is angry, four is unsure, and two and three is kind of okay/fine. This allows for a

quick and simple way to gauge students’ state of mind and become more aware of anything that

may affect them in the classroom thatt day. An established morning check in routine lets children

know that you care about them and how they are feeling and gives them a non-threatening

opportunity to talk about any issues that may be affecting them.

In addition to creating a healthy and positive classroom environment, the competencies in

TPE 2 also focus on fostering a sense of belonging by supporting “all students' mental, social-

emotional, and physical health needs by fostering a safe and welcoming classroom environment

where students feel they belong and feel safe to communicate” (Commission on Teacher

Credentialing). As an educator and teacher there are a countless number of factors that impact

your classroom and students; however, there is ultimately only one factor that controls the tone

of your classroom and your student’s success, and that factor is you! The manner in which you

manage your classroom, establish rules and procedures, interact with students, and deliver

instruction all have the power to improve student success, or harm it. As important as it is to

educate our students with the knowledge they need, it is equally important that we create and

maintain an environment where they are able to do so successfully. Students’ ability to learn is

directly affected by their emotional well-being, environment, and social skills. “A strong sense of

belonging can result in positive outcomes, including academic motivation, a sense of efficacy, a

liking for school, and a sense of emotional well-being” (Mansor. Eng, Rasul, Hamzah, & Hamid,

2012). With that being said, if we negatively impact our students’ emotional well-being by not
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keeping our interactions positive, not properly managing the classroom, and not creating a sense

of community and belonging we also negatively affect their ability to learn. Given the impact

emotions and safety has on a child’s ability to succeed, it becomes our job as teachers to ensure

we provide this type of environment just as we ensure we deliver mandated curriculum.

In order to fulfill the competencies outlined in TPE 2, creating and maintaining a safe and

positive classroom environment, you must care for your students and have control of your

classroom. We can show our students we care by dedicating time before each class to talk about

their feelings and their personal world before diving directly into lesson plans. Furthermore, by

including students in the formation of classroom rules we demonstrate that we not only care

about their input but are able to establish control of the classroom when everyone is in agreement

of the rules and understands what’s expected of them. This same environment of care is further

promoted by ensuring that interactions with students remain positive as often as possible. When

students feel they are cared about and feel safe in the classroom we provide them with the

environment that will allow them to focus on their learning and thrive.
ASSIGNMENT 4 – LITERATURE REVIEW: TPE 2 7

References

Commission on Teacher Credentialing. (2016). California teaching performance expectations

[PDF file]. Retrieved from https://www.ctc.ca.gov/docs/default-source/educator-

prep/standards/adopted-tpes-2016.pdf

Mansor, A., Eng, K., Rasul, M., Hamzah, M. M., Hamid, A. A. (2012). Effective classroom

management. International Education Studies, Vol. 5(5), 35-42. doi: 10.5539/ies.v5n5p35