Creating Learning Environments Cluster 12 Modules 33 – 34.
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Transcript of Creating Learning Environments Cluster 12 Modules 33 – 34.
Creating Learning Environments
Cluster 12
Modules 33 – 34
Focus Questions What are the special managerial demands of
classrooms and the needs of students of different ages?
How will you establish routines and rules for a class? How will you arrange the physical environment of
your classroom to fit your learning goals and teaching methods?
How will you manage computers in your classroom to fit your learning goals and teaching methods?
What are Kounin’s suggestions for preventing management problems?
How would you prevent problems by building connections with students?
What are the two different approaches for dealing with a conflict between a teacher and a student?
Overview of Cluster 12
I. The Need for OrganizationII. Creating a Positive Learning
EnvironmentIII. Maintaining a Good Environment for
LearningIV. Dealing with Discipline ProblemsV. Violence in SchoolsVI. The Need for CommunicationVII. Diversity and Convergences in
Learning Environments
What Would You Do?
Review “What would you do?” on p. 509 How would you handle this situation? Who should be involved? What would you do about the verbal
homophobic insults? What would you do if the bullies were in
your classes? What would you do if the bullies and victim
were girls?
I. The Need for Organization
Classrooms are dynamic environments: Multidimensional (people, tasks, time pressure) Simultaneous (many events happening at once) Immediate (the pace is fast) Unpredictable (behavior or mechanical problems) Public (teacher is judged by all) Histories (current actions depend in part on what has
happened before)
Goals of Classroom Management More time for learning
Allocated time (specific time set aside)
Engaged time or time on task Academic learning time (when students are actually
succeeding)
Access to learning Students must know what the participation
structures are Management for self-management
If the focus is on compliance, students may see the purpose for school as following rules
II. Creating a Positive Learning Environment Routines and procedures
Administrative routines Student movement Housekeeping Routines for accomplishing lessons Interactions
Rules Consider the impact on atmosphere Assure rules are consistent with school rules and
principals of learning A few general rules that cover specifics better than a list
of dos and don’ts
Creating a Positive Learning Environment cont’d Consequences
Don’t wait until a rule is broken before thinking about the consequence
Separate the deed from the doer Emphasize that students have power to choose
their actions Encourage reflection, self-evaluation, and
problem solving Help students identify and give a rationale for
what they could do differently next time
Student-Created Rules: A Real Example from a Preschool Classroom
No running—use your walking feet No poking eyes out or pushing Talk to your friends nicely Say your sorry Save kisses for mommies and daddies Keep your hands out of your mouth Wash hands with soap No calling names or using potty words Sit quietly on the rug with a bubble Share Listen to your teacher
Guidelines: Designing Learning spaces
Note the fixed features and plan accordingly Create easy access to materials Provide clean, convenient surfaces for
studying Avoid dead spaces and “race tracks” Assure you can see students and that they can
see instructional presentations Make sure work areas are private and quiet Provide choices and flexibility Be creative: Try new arrangements, then
evaluate and improve
Getting Started: Elementary
First day: well planned and organized Deal with student’s main concerns Teach rules and procedures Appeal to student interests Monitor the whole group Stop misbehavior quickly
Getting Started: Secondary
Establish rules, procedures, and standards
Clearly communicate standards for work Consistently enforce expectations Monitor students closely Deal with rule infractions quickly Shorter work cycles for lower ability
students Monitor student progress carefully
III. Maintaining a Good Environment for Learning
What activities keep you completely engaged?
Is it the same for everyone? Are there general principles for
keeping students engaged?
Encouraging Engagement Busy students are better behaved Supervise students closely Include cues for desired behaviors Clear steps for activities Provide necessary materials Engage students in authentic tasks Employ curiosity, interest
Prevention is the Best Medicine Withitness
Communicate to students that you are aware of everything that is going on
Prevents minor disruptions from developing into bigger problems
Not waiting too long to intervene or blaming the wrong student
Overlapping and group focus Supervising several activities at once Keeping as many students as possible
engaged
Prevention is the Best Medicine Movement management
Keep groups moving and appropriate and flexible pace
Smooth transitions
Student social skills as prevention Teach social & emotional self-regulation
Caring Relationships: Connections with School Students respect teachers who:
Maintain authority w/o being regid The perceive as fair and honest Make sure they understand the material
Positive student-teacher relationships associated with the following student outcomes:
Higher participation Greater critical thinking skills Increased motivation Higher self-esteem
IV. Dealing with Discipline Problems
Make eye contact Verbal hints: name dropping Ask students if they are aware of the
consequences of their behavior Remind students of the relevant rule or
procedure Ask the student to state the correct rule or
procedure and follow it Assertively tell the student to stop the
misbehavior Offer a choice
Bullying and Cyber-Bullying Teachers tend to underestimate amount
of bullying “Silence” from teachers regarding
bullying may communicate acceptance Help students to make the correct
attribution to others’ behavior Teach students how to prevent cyber-
bullying (Table 34.2 on p. 535)
Special Problems with High School Students
Work not completed: Teach students how to use a daily planner Keep accurate records Enforce established consequences Do not grade on “the benefit of the doubt”
Continue to break rules: Seat student away from other students Catch them before they break the rules Enforce established consequences Don’t accept promises
V. Violence in Schools
What factors might contribute to school violence? Is it any one thing?
What are some steps that a school can take in order to prevent violence? A teacher?
Warning Signs of Violence Daily loss of temper Frequent physical aggression Significant vandalism Drug/alcohol use increase Risk-taking behavior increase Detailed plans to commit violence Enjoying hurting animals Carrying a weapon
Peer Mediation & Negotiation Strategies Jointly define the conflict
Separate the person from the problem
Exchange positions and interests Reverse perspectives
Put yourself in their shoes
Invent at least 3 arguments that allow mutual gain
Reach an integrative agreement
Title, EditionAuthor(s)ISBN
© 2009 Pearson Education, Inc.All Rights Reserved.24
VI. The Need for Communication
Message Sent = Message Received? Sometimes the intended message
doesn’t get across Hidden messages Body language Choice of words Paraphrase rule (must accurately paraphrase
what has just been said before being allowed to speak)
Diagnosis: Whose Problem Is It? Determine who ‘owns’ the problem
If it is the student’s problem, then the teacher may take on role of ‘counselor’
If the teacher’s, then the teacher will need to address it.
Whose Problem Is It? A student write obscene words and
draws sexually explicit illustrations in a school encyclopedia.
A student tells you that his parents had a bad fight and he hates his father.
A student quietly reads a newspaper in the back of the room.
Confrontation and Assertive Discipline
Use of “I” messages clear, non-accusatory statement of how something is affecting you
Passive responses not effective—doesn’t make remediation explicit & always ‘one more
chance’
Hostile responses not effective—condemns the student
Assertive response you care enough to confront. Characteristics: eye contact; calm, firm,
and confident voice
Do not debate “fairness” of the rules Expect changes, not promises or excuses
Gordon’s “No-Lose Method”
Define the problem what are the behaviors involved (what are students getting
out of the behavior)?
Generate many possible solutions Evaluate each solution Make a decision on a solution
through consensus. All need to be satisfied with the solution
Determine how to implement the solution
Evaluate the success of the solution
VII. Diversity and Convergences in Learning Environments
African American and Latino/a students are punished more than their White counterparts
NOT because their behavior is more serious Teachers may misinterpret culturally divergent behavior
as disrespectful
Effective teachers: Practice culturally responsive management Are “warm demanders”
Convergences: Research on Management Approaches
Student-owned responsibility for learning associated with:
Talking with students about how their behavior affects others
Involving students in class discipline decisions Providing nondirective hints and descriptions about
unacceptable behavior
More positive classroom environment associated with teachers and parents having similar expectations and mutual support