The Classroom Learning Environment Chapter 4

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
 Based
 Based
 Based
on
on
on
on
what you have learned
what you prefer
school/district mandates
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
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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
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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
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 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

http://www.youtube.com/watch?v=gHzTU
YAOkPM