Creating a Productive Learning Environment Chapter Fourteen Educational

Creating a Productive Learning Environment Chapter Fourteen Educational Psychology: Developing Learners 6 th edition Jeanne Ellis Ormrod

�A well-managed classroom is one in which students are consistently engaged in productive learning. �Effective classrooms are the result of effective classroom management. Environments Conducive to Learning Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

� Teachers skills: with effective classroom management ◦ Physically arrange the classroom in a way that minimizes distractions and facilitates teacherstudent interaction ◦ Create a climate in which students feel they belong and are intrinsically motivated to learn ◦ Set reasonable limits for behavior ◦ Plan activities that encourage on-task behavior ◦ Continually monitor what students are doing ◦ Modify instructional strategies when necessary Effective Classroom Management Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�Minimize distractions �Facilitate teacher-student interaction ◦ Students seated closer to the teacher pay more attention and are more interactive. �Survey the entire class ◦ Check for signs of boredom, frustration, etc. Arranging the Classroom Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�The climate is the overall psychological atmosphere of the classroom. ◦ Students should feel safe and secure. ◦ Students should believe learning is a high priority. ◦ Students should be willing to take risks and make mistakes. The Classroom Climate Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

� Form and maintain a productive relationship with every student ◦ Be well prepared for class ◦ Demonstrate that you enjoy teaching ◦ Communicate high but realistic expectations for student performance ◦ Include students in decision making and in evaluation of their work ◦ Acknowledge that everyone has an “off” day now and then Strategies for Creating an Effective Classroom Climate Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

� Establish a businesslike yet nonthreatening atmosphere � Communicate appropriate messages about subject matter � Give students a sense of control � Promote a sense of community and belonging Strategies for Creating an Effective Classroom Climate Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

� Chaos reigns in classrooms without guidelines for appropriate behavior. � Setting reasonable limits promotes productive behavior and contributes to students’ socialization. � How can you set useful and reasonable limits? ◦ Establish initial rules and procedures ◦ Present rules and procedures in an informational rather than controlling manner ◦ Periodically review existing rules and procedures ◦ Acknowledge students’ feelings about classroom requirements ◦ Enforce rules consistently and fairly Setting Limits Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�Effective by: teachers keep students on task ◦ Keeping students productively engaged and on task ◦ Choosing developmentally appropriate tasks ◦ Providing structure and support so students know exactly what they need to do ◦ Adequately planning for transitions Keeping Students on Task Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

� “Withit” teachers know what students are doing at all times in the classroom. � They regularly scan the classroom for misbehaviors. � They make regular eye contact with students. � They know when, and often why, misbehaviors occur. “Withit” Teachers Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�Rather than focusing on what students are doing wrong, expert teachers: ◦ Modify their instructional strategies so that students are more productive ◦ Ask, “How can I better capture students’ interest and excitement? Are my students bored? ” How “Expert” Teachers Manage the Classroom Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�Misbehavior is any action that has the potential to disrupt students’ learning and planned classroom activities. �Teachers should plan ahead, as much as possible, when considering how to deal with misbehaviors. Dealing with Misbehaviors Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

� Ignore the behavior � Cue the student by using a signal that indicates the desired behavior � Discuss the problem privately with the student � Teach self-regulation strategies � Use behaviorist approaches, such as applying extinction and/or reinforcing an incompatible behavior � Use a combination of cognitive and behavioral techniques � Confer with parents Helpful Strategies for Dealing with Misbehavior Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�Aggression is more likely at school and in places with minimal supervision than any other place. �Most aggression at school involves psychological harm, minor physical injury, and destruction of property. Aggression and Violence at School Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�Lack of perspective-taking �Misinterpretation of social cues �Poor social problem-solving skills �Poor home or neighborhood environment �Belief that aggression is an appropriate way of resolving conflicts The Roots of Aggression and Violence Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Social withdrawal Excessive feelings of isolation, rejection, or persecution Rapid decline in academic performance Poor coping skills and lack of anger control Inappropriate role models Excessive alcohol or drug use Sense of superiority Lengthy grudges Violent themes in drawings and written work Intolerance of differences History of violence Inappropriate access to firearms Threats of violence Early Warning Signs of Violent Behavior Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�Create a schoolwide environment that minimizes the potential for aggression and violence �Intervene early for students at risk �Provide intensive intervention for students in trouble Preventing School Violence Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

� Develop, communicate, and enforce clear-cut policies regarding potential threats to school safety � Identify activity the specific nature and scope of gang � Forbid symbols that signify membership in a particular gang � Actively disputes mediate between-gang and within-gang Recommended Strategies to Combat Gang-Related Hostilities Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�Some students from lower SES backgrounds are exposed to violence almost daily. ◦ Their classroom should feel affectionate, safe, and orderly. �Remember that some “misbehaviors” may be culturally dictated. ◦ Inappropriate behaviors in one culture may be appropriate in another culture. Taking Student Diversity into Account Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Working with Other Faculty Members �Communicate and collaborate regularly �Form common goals regarding students’ learning �Establish a shared set of strategies for encouraging productive student behavior �Commit to promoting equality and multicultural sensitivity throughout the school community Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

�Recognize the important role parents play in students’ lives �Communicate on a regular basis ◦ Share students’ progress ◦ Coordinate efforts to increase the likelihood of success ◦ Avoid blaming parents for students’ behaviors or shortcomings Working with Parents Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.