Creating Learning Environments

Educational Psychology, 11th EditionISBN 0137144547

© 2010 Pearson Education, Inc.All rights reserved.

Creating Learning Environments

Chapter 12

Educational Psychology, 11th EditionAnita WoolfolkISBN 0137144547

© 2010 Pearson Education, Inc.All Rights Reserved.2

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



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



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 12.5 on p. 440)



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


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.

Documents

Creating Learning Environments