Level 2: Monitoring and Adjusting the Classroom Climate

This level involves observing and reflecting on the classroom climate and then taking actions to improve it. This is accomplished by collecting useful data about student perceptions of the learning environment and addressing microaggressions that occur. The systemic changes made in response to the data collected will better support learning outcomes for all students.

1. Address microaggressions in the classroom. Unfortunately microaggressions can occur anywhere, including in our academic spaces. As educators, we have a duty to address these to help prevent additional harm and to maintain an inclusive classroom climate. The R.A.V.E.N. approach can be used to intervene when a microaggression occurs. If you teach online, this recording of a CORA learning webinar may be helpful as it specifically addresses how to respond to racial bias and microaggressions in online environments.
   • How to Respond to Racial Microaggressions When They Occur | Diverse: Issues In Higher Education
2. Receiving student feedback on the course structure and climate. Rather than solely relying on the end-of-course student evaluation of instruction, it can be insightful to ask students more directly about their learning experiences and perceptions of the classroom climate. These check-ins can be short and informal, inquiring about the course structure, efficacy of learning activities, or more involved, such as with the “What is Happening in this Classroom.” This survey has been developed and extensively validated by Barry Fraser, and is useful in assessing specific aspects of the classroom climate including equity, inclusiveness, student cohesiveness, and teacher support. The survey linked here is a slight modification from what was published by Barry Fraser in 2023 in Education Sciences.
3. Metacognition involves thinking about how you think and learn. For students, this may involve reflecting on how you approached a learning task, evaluating your learning progress, and assessing what changes you will make to improve your learning. To encourage metacognition in your classroom, you can ask students to reflect on their preparation for class each day, ask students to create a study plan, and to reflect on their exam performance. It can also be helpful to share the 6 effective learning strategies that are backed by cognitive psychology research and to incorporate these in your course design and assignments. Metacognition also applies to instructors and is useful to evaluate the successes of a course and areas for improvement. This is a continuation of the reflective practice mentioned earlier in the toolkit and should be based on data collected on each of your classes (such as with the What is Happening in this Classroom Survey mentioned in Level 2, Item 2).