Chapter 8

Chapter 8 of Subjects Matter places a huge emphasis on trust and comfort in the classroom environment. Though there is a lot that is out of the teacher’s control, this environment and comfort is something teachers can control. Subjects Matter encourages teachers to take responsibility for the classroom environment they are creating and in doing so, gives some examples of how to create the open, trusting space students may need to feel safe and respected in the classroom. One thing I have always tried to do when teaching at camp or in my environmental education background is to give students roles to help them feel involved in the learning. Whether that be assigning actual responsibilities in lessons or classroom activities, or simply allowing students an option in their learning. According to Subjects Matter, “giving [the students] choices, even in the small things, helps students feel respected and viewed as people who are maturing and worthy of trust” (168). Students who are comfortable are more willing to ask questions, take risks, and stretch beyond in their learning.

Throughout public school, I always felt comfortable asking questions when I needed to do so. I believe this was due to the fact that I lived in a small town where everyone knew everyone, and my parents taught (or were good friends with) a good many of my teachers. At UGA, however, I have experienced the uncomfortable classroom setting where no one was willing to ask questions, and when we did, only received snarky answers in response. In those classes, learning was so impaired that it often resulted in complete frustration and exasperation to the point where I simply couldn’t completely grasp the material, and even going to office hours simply wouldn’t help. (By now you’ve all figured out I’m talking about UGA chem department, right?). In seeing such bad teaching and how it affected my learning, I can use that experience to help ensure my class is never a dead end road for my students and their learning.