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What is Classroom Culture

Strategies for Student Support During a Global Crisis
The creation of a dynamic learning space which focuses on student involvement, teacher-student trust, and sharing ideas and experiences as a form of learning.
Published in Chapter:
Communicating Compassion in Pedagogy: Lessons From COVID-19
Andrea L. Meluch (The University of Akron, USA) and Maria N. Hannah (Ohio University, USA)
Copyright: © 2021 |Pages: 17
DOI: 10.4018/978-1-7998-7000-5.ch001
The COVID-19 pandemic has caused unprecedented uncertainty and unpleasant feelings among a variety of individuals and populations. Mental health challenges rooted in feelings of social isolation, and for some grief and loss, have sparked dialogue about the importance of communicating compassion during times of crisis. This chapter focuses on instructor-student interactions in the throes of COVID-19 and the critical significance of compassionate pedagogy. While instructors often engage in caring for their students, the authors of this chapter propose that putting forth care and concern or verbalizing empathy or sympathy is drastically different than engaging in compassionate pedagogy. Simply, instructors who show compassion toward their students in times of struggle are actively motivated to alleviate student anxieties or stress through practical accommodation(s). In this chapter, strategies are outlined to give educators the means to implement compassionate pedagogy toward students during and beyond a global crisis.
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Re-Culturing Beliefs in Technology: Enriched Classrooms
Critical features of classroom life that characterize its educational “personality” and reflect both tacit and explicit educational values, beliefs and processes concerning the meaning of learning, teaching, knowledge, technology, student and teacher roles, power and responsibilities
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Social-Emotional Learning in Secondary ELA Classrooms
A climate in the classroom created and sustained by educators and students.
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