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 ◦ ◦ ◦ ◦ ◦ 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  http://www.youtube.com/watch?v=gHzTU YAOkPM