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The Classroom Learning Environment. Chapter 4. Minimum of Classroom Distractions Apply your knowledge of your students to create a pleasant classroom experience Initiate, practice and develop model behaviors that facilitate learning Create a conducive learning environment
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The Classroom Learning Environment Chapter 4
Minimum of Classroom Distractions • Apply your knowledge of your students to create a pleasant classroom experience • Initiate, practice and develop model behaviors that facilitate learning • Create a conducive learning environment • Based on what you have learned • Based on what you prefer • Based on school/district mandates • Based on educational ethics and law Become an Effective Teacher
Emotionally safe • Important content and skills • Value content and participation • Single, most important factor influencing student learning Conducive Classroom Learning Environment
IMPORTANT! • Believe in yourself • Believe in your students • If you think they cannot learn, they will not. • What do good teachers do? • Know, when given support that all students can learn • Expect the best • Establish an environment that motivates students • Manage efficiently Perceptions
How much you know will not matter unless students perceive that • The classroom environment is supportive. • You care about their learning. • You respect them as human beings. • They are welcome in your class. • Expectations are challenging but not impossible. • Outcomes are worthy of their time and effort. Perceptions
1800’s • Discipline, punishment • Few finished 4th grade • Theory assumed that all children were bad. • Inappropriate behavior was students’ fault and must be punished Classroom Control
1900’s • Students still misbehaving. • Punitive measures did not work. • Era of progressive behavior • Children learn through play, experimentation, inquiry. • Children should have a voice in what they learn • Teachers’ job was to provide rich learning experiences Classroom Control
Today • Classroom control, not discipline • Best teachers are in control of the events taking place in the classroom. • Classroom management and organization • Prevent inappropriate behavior. • Help students develop self control. • Have procedures in place to take care of misbehavior. • Eclectic philosophy Classroom Control
Behavior Modification • Identify the behavior to be modified • Record how often and when that behavior occurs • Change by reinforcing desired behavior with positive reinforcement • Choose appropriate reinforcement • Use of computers for creativity (monitored) • A PowerPoint instead of a paper • Choices of how to use free time • Passes for missed homework, extra points, etc. B. F. Skinner
Assertive Discipline • You have professional rights as an educator • Students will choose how to behave in your room • Clearly state expectation in firm voice and explain boundaries • Plan a system of positive consequences • Positive call/letter/e-mail home • Certificates of award • Special privileges • Follow through Canter
Logical Consequences • Be fair, firm and friendly. • Involve students in developing and implementing rules. • Logical consequences for misbehavior • Graffiti • Peer pressure • Show respect for self and others. • Reason to belong. • Recognize/encourage student achievement • Recognize, but do not reward, students seeking attention, power or revenge. Dreikurs
Reality Therapy • Conditions of the present rule! • Students have a responsibility to learn while at school and to maintain appropriate behavior. • Students can make appropriate choices. • Class meetings • Students need to feel like they belong, are loved, in control, have freedom, can have fun. • If they do not, they will fail. Glasser
Communication Model • Send messages about the situation, not about the child. • Model the behavior you want. • Send positive messages. • Express feelings appropriately. • Acknowledge student feelings. • Give appropriate direction. • Invite cooperation. Ginott
Jones Model • Properly structure your classroom so that students understand the rule and procedures. • Maintain control by selecting appropriate instructional strategies. • Build patterns of cooperative work. • Develop backup methods for dealing with inappropriate student behavior. Jones
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