Social Cultural Environment3.2.2.1 Safe EnvironmentMalaysia 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 O’Brien (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 safeTeachers 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 safeViolence 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 SchoolNo 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 teachersIn 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 pupilsYou 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 membersYou 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 children’s friends and children’s activities at and

away from school.

- Familiarising with the school safe school policy as well as an individual

teacher’s safe classroom policy.