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Reflections of Me...
Creating The Whole School Learning Environment
This curriculum is delivered most
successfully when there is a positive,
inclusive environment in a classroom.
An inclusive learning environment is
one in which all students feel free to
ask questions and feel safe to learn.
It is structured to allow choice, student
involvement, sharing, freedom to explore,
and flexibility in presentation.
Teachers can affect attitudinal change by
connecting and respecting — not isolating
or judging. By listening to students’ ideas,
hopes, and fears, and by addressing teasing,
they demonstrate to students that people
really do care and understand. Confront
troublesome issues in the classroom, and
determine reasons for conflict, rather than
ignoring or covering them up. Use a
problem solving wheel or “Think, Talk,
Walk” strategy to assist students in
reducing conflict.
Ask the children questions such as these:
' Why did you say that?
- Why did you think that?
' Is that true? \
' How does that comment make others feel?
* Can you find other words to say that?
- How de we all feel about that?
' What are some positive solutions for
you to use?
A pos .vC lct.
prom ed whr
g cnviromn
~e teacl'
role models dignity and respect
for everyone;
affords all students access, voice,
and fosters skills;
values difference;
celebrates uniqueness;
addresses bias and stereotypes;
supports healthy relations and
human rights;
examines the social structure of the
classroom, school, and playground;
teaches communication and
co-operative skills;
remembers that problem solving
and relationship skills add to
community building;
encourages goal setting and conflict
resolution programs as these lead to
collaborative behaviour;
utilizes active listening, reflective
activities, empathy training, and
assertive speaking in the classroom;
provides opportunities for students to
ask questions and voice their feelings;
encourages all students to share
personal experiences;
discusses student concerns in a just,
fair, safe, and supportive manner;
stops put-downs and name-calling;
encourages students to question
stereotypes found in literature;
teaches violence-awareness skills
to end harassment;
provides positive reinforcement to
students for their accomplishments;
compliments students on their
capabilities and inner strengths;
awards caring, supportive behaviour; and
recognizes those who do social
justice work.
The E'I'FO Body Image Project

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Evaluate your own classroom learning environment and the school climate at large using a
checklist such as the following:
Safe School Environment Checklist
l3 ls there a program of social skills where students can practise specific strategies and
alternative behaviours?
Are the students learning and playing co-operative games in gym and at recess?
[5 teasing and bullying stopped when it occurs by both students and staff?
Does your school have visual cues (posters, “hands off“ messages, Problem Solving
Wheels). to help children remember the rules of the school and how to treat others?
E! Are students encouraged to use these visual cues to set the standard of behaviour
for everyone?
I] Do you talk to your class and engage in activities that encourage empathy problem
solving, assertiveness and appreciation of others?
Is there a plan to prevent possible bullying and harassment?
Do you provide role-play situations where students can experience a variety of roles?
Do you allow students to discuss feelings and ways to help?
Do you provide opportunities for students to voice their feelings through any of the
following experiences: journal writing. artistic posters, recorded proiects, drama
presentations, puppet plays, reading responses, suggestion box, school announcements.
raps, poetry, or songs?
A more complete resource for classroom, playground, and school wide strategies can be
found in the ETFO publication The School That Equity Built. It is available online from
shopETFO at wwwetfoca or telephone the ETFO office and ask for shopETFO at
1-888-838-3836 or fax 416-642-2424.
Reflections of Me... The E'I'FO Body Image Project