Creating and Maintaining a Productive Classroom Environment The way we design our classroom can make our nine

months there terrific or punishing. Effective Classroom Environment

Classroom management is about creating a classroom environment conducive to learning & achievement. Students are consistently engaged in useful learning activities Students behaviors rarely interfere with achieving instructional objectives

Effective Classroom Environment

Physical arrangement of room Climate in which students have a sense of belonging & intrinsic motivation to learn Reasonable limits for student behavior Activities that encourage on-task behavior Continuous monitoring of students Modification of strategies as necessary

Arranging the Classroom Minimize distractions Interact easily with any student Survey the entire class at any time Creating an Effective Classroom Environment

Classroom climate has to do with the psychological environment we create. Communication of acceptance, respect & caring about students as people. Developing a practical, nonthreatening atmosphere Appropriate messages about subject matter Giving students some control over activities A sense of community among students

Personal/ social needs can be met in class Need for relatedness comes in 2 forms: Need for affiliation Need for approval Teachers can meet both needs with warmth, attention, recognition for achievement, interest in students activities. Effective teachers are warm, caring people who show respect & acceptance of students. Businesslike, nonthreatening atmosphere Goals need to be clear. Students need to be held accountable for their achievement. Feedback needs to be tempered with respect for their dignity. Giving students a sense of control Giving advance notices of assignments Regular routines Some leeway & allowance for students to set deadlines

 Choices about how to complete some assignments or spend class time Creating a sense of community

Sense of community is the idea that we share goals, are respectful of one another, everyone can contribute.

Competition between groups of students can create community if all groups have an equal chance of winning & the outcome is determined by student effort. Individual competitions skew students attention to performance, not mastery. Competition creates an environment where some people must be losers, which decreases self-efficacy & intrinsic motivation. Creating a sense of community Students are more productive when they cooperate rather than compete. This also contributes to peer relationships. It reduces fear of ridicule, embarrassment. Creating a sense of community Interactive & collaborative teaching strategies- discussion, cooperative learning Ask for student input, ideas & use them Assign & rotate helper roles to students Ask students to help answer peer questions No exclusion policy for activities

 An inclusion policy- look for students to include in activities who may be isolated Teach social skills to those with deficits Recognition of those who contribute to class Note that all students deserve respect & are important Setting limits Establish a few rules/ procedures in the beginning of the year. Keep them simple. Present rules in an informational way Practice procedures Review the rules for improvement as needed Acknowledge students feelings about class requirements Establish a few rules/ procedures in the beginning of the year. Keep them simple. Present rules in an informational way Practice procedures Review the rules for improvement as needed Acknowledge students feelings about class requirements Possible class rules Bring all needed materials to class. Be in your seat, ready to work when the bell rings. Respect and be polite to all people. Respect other peoples property. Obey all school rules.

Presenting rules as information You will get your assignments done more quickly if you get right to work.

Not: Please be quiet & do your own work.

As we practice for our fire drill, it is important that we line up quickly & quietly so we can hear the instructions.

Not: When the fire alarm sounds, line up quickly & quietly & wait for instructions.

Class meetings Take time to review & revise rules & procedures. Review the weeks successes & students achievements. Ask for feedback about various activities. Keeping students on task Be sure students are always busy & engaged Choose tasks at an appropriate academic level. Provide a reasonable amount of structure for activities & assignments. Make special plans for transition times in the day. Strategies to keep students engaged Have specific activities every day Have materials organized, set up before class Have activities that assure all students involvement & participation Keep a brisk pace Keep student comments on-track & dont allow some students to monopolize

 Spend only short bits of time with individuals, unless other students are working productively Have a system for students who finish projects quickly- class journal, reading a book, drawing, computer program How much time is actually spent learning? Strategies to keep tasks at an appropriate level Students are more likely to stay on-task when assignments are appropriate for their ability levels. Begin the year with relatively easy tasks to give students high selfefficacy. Give clear structure. As students learn procedures, introduce more challenging assignments. Introduce new procedures like cooperative learning, with simpler material so students master the interaction skills. Plan for transitions Transitions are times ripe for misbehavior. Have an introductory assignment for the moment students come into class. Rituals also minimize distractions at different times of day, transitions. These plans can include group reviews, writing assignments, new assignments.

Monitoring what students are doing

With-it-ness is teacher alertness to the extent that teachers seem to have eyes in the back of their heads. They let students know they are aware of their covert activity.

Scanning the classroom, making eye contact with students. Working with one person while keeping awareness of group behavior. Modifying strategies Consider how you can change to effect changes in classroom behavior. How can I change strategies to capture students interest? Are materials so difficult that students are frustrated? So easy they are bored? What are the students primary motivations? How can I link students goals with academic goals? Dealing with Misbehaviors

Misbehavior is any action that can disrupt classroom learning or activities.

Minor- talking out of turn, writing notes to a friend, turning in assignments late. Major interferes with others learning- screaming, hitting, refusing to participate, threatening the well-being of others.

What can teachers do to respond to misbehaviors? Ignoring the behavior Cueing the student

 Discussing the problem privately with student Promoting self-regulation Using behaviorist approaches Conferring with parents When is it best to ignore a behavior? When the behavior is rare & not often repeated When the behavior is unlikely to spread During unusual circumstances- last day When the behavior is typical for an age group When the behaviors result is aversive When the behavior doesnt affect learning When is it best to cue a behavior? When a misbehavior is interfering with learning & must be discouraged Do it unobtrusively, with a signal to recall the rule or to note awareness Body language- frowning, eye contact Ringing a bell or flicking the light Physical proximity to student Discussing a problem privately with a student It should be private: In order to call little attention to problem by others To reduce embarrassment To take as little time away from entire class as possible.

 To discern reasons for misbehavior & generate solutions if they are legitimate. To clarify students own maladaptive interpretations hostile attributional biases Minimize the potential for a power struggle Listen empathically to the student & accept her feelings & opinions. Summarize what you believe the student has told you & get clarification. Describe the effects of the problem behavior, including your own feelings. Give the student some choice in resolution. Self-regulation

Self-monitoring- a reality check about severity of the problem Self-instructions- reminding themselves of appropriate actions Self-evaluation- checklist or other means to evaluate progress & reinforce themselves rather than teacher being source

Self-imposed contingencies Using behaviorist approaches You may first have to determine the function or purpose of the repeated behavior Identify reinforcers for the on-task behavior Make the reinforcers contingent on performing specific behaviors. You could give student so many passes at first for the undesirable behavior, reducing them regularly.

Using behaviorist approaches Teacher must be explicit about the response-consequence contingency. Contingency contracts make this clear. Consistent follow-through every time. Conferring with Parents When there is a pattern of misbehavior, parents should be alerted. This may be informational, so that you know the parent knows the problem. It may require a conference, not just a phone call. Diversity comes into play Create a supportive climate Responsive to all students needs, structured & dependable Define & respond to misbehaviors Cooperation on tests must be defined as not appropriate, tardiness must be addressed Accommodate students with special needs The more orderly a class is, the better children can adapt & conform. State the expectation clearly. Working with Other Teachers Communicate & collaborate regularly with one another. Hold common goals about what students should learn & be held responsible for

 Identify obstacles to learning, develop strategies Promote equality & multicultural sensitivity Sense of School Community The message that we are working together to help students become informed, successful, & productive citizens. They should help one another as well. It results in more positive attitudes toward school, greater motivation, more prosocial behavior, greater interaction among diverse students.

Collective self-efficacy As teachers work together they gain greater self-efficacy, believing they can have a positive impact on students learning. Team spirit also offers a support structure for new teachers, especially as they work with at-risk students. Teachers gain greater confidence in themselves & their students. Working with parents The better we can partner with our students primary caretakers, the more we promote learning and achievement. Communicating with parents The better we know our students, the more effectively we can motivate & assist them. Parent-teacher conferences Written communication Telephone conferences- when the matter is immediate

 Parent discussion groups Parent-teacher conference Schedule a time that works for the parent. Prepare for the conference with notes & examples of student work. Create a nonjudgmental atmosphere- Oreo Express yourself honestly. Avoid jargon. End conference on a positive note- review student strengths, progress made. Follow through on any determinations. Parental involvement Parent involvement relates to student attendance, higher achievement, more positive attitudes toward school. Parents respond to invitations showing their help/ attendance is desired. Make the invitations personal. Parents from some ethnic groups may be shy about attending. Encouraging reluctant parents Lack of involvement does not necessarily mean lack of interest. Make an effort to establish trust & comfort. Encourage parents to ask questions. Invite other important family members. Give suggestions of learning activities that could be done at home. Encouraging reluctant parents Ask parents to share their own skills. Find people who can translate for those who speak little English.

 Use home visits if necessary. Help parents make contacts with resources & services: social services, literacy classes, home services, etc. Reinforce the parents as well as students when students do well in class. Discussing Problem Behaviors with Parents Teachers are more effective when they set a positive tone. Describe the good things the child is doing. Dont place blame; acknowledge that parenting is rarely easy. Use various formats for communicating. Show your desire for parental support. Ask for information & listen carefully. Acknowledge the strengths of the familys background. Agree on a strategy. Understand the limits of a parents influence.