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CREATING LEARNING

ENVIRONMENTS
Overview
The Need for Organization
Creating a Positive Learning Environment
Maintaining a Good Environment for
Learning
The Need for Communication
Diversity and Convergences in Learning
Environments
Concept Map Chapter
12

Need for
The Need for
Organization
Communication

Creating Learning
Environments
Maintaining a Creating a
Good Environment Positive Learning
for Learning Diversity and Environment
Convergences in
Learning
Environments
The Need for Organization
Characteristics of Classrooms:
Multidimensional
Simultaneous
Immediate
Unpredictable
Public
Histories
Basic Management Task
Gain and maintain cooperation
Motivate and engage
Adjust management to ages of
students
Age Related Needs
Early elementary: teach rules and procedures
Middle elementary: monitor and maintain
Late elementary and beginning high school:
Diplomatically deal with defiance
Motivate those immersed in social life
Senior high school:
Manage curriculum
Adapt academics to student needs and interests
Teach self-management
Goals for Classroom
Management
Time for learning
Allocated time
Engaged time or time on task
Academic learning time
Access to learning
Participation structures
Self-management
Where Does the Time Go?

Academic Learning Time


Engaged Time
Actual Academic Time
Attended Time
Total Time

0 200 400 600 800 1000 1200

Hours
Creating a Positive Learning
Environment: Strategies from
Research

Rules and procedures are required


Plan spaces for learning
Plan for effective classroom management
Get off to a good start
Classroom Procedures
Administrative routines
Student movement
Housekeeping
Lesson routines
Teacher-student interactions
Student-student interactions
Rules for Making Rules
Dos and donts
Often written down and posted
Set the atmosphere
Consistent with school rules
Consistent with principles of learning
Make a few, good rules
Rules for Elementary School
Be polite and helpful
Respect others property
Listen when others are
speaking
Do not hit, shove, or hurt
others
Obey school rules
Consequences of Breaking Rules
Plan ahead
Bill of Rights
Reasons for appropriate behavior
Self-management
Penalties
Categories of Penalties
Express disappointment

Lose privileges

Exclude from group

Write a reflection

Detention

Visit the principals office

Contact
Contactparents
parents
Allyn & Bacon 2007
Planning Spaces for Learning

Interest areas
Personal territories
Action zone
Seating arrangements
Room Arrangements
Be aware of the action zone
Horizontal rows: whole group
presentations
Clusters or circle: student
interaction
Fishbowl or stack: close up
demonstration
Getting Started :
Elementary
First day well planned and organized
Deal with students main concerns
Teach rules and procedures
Whole group focus
Appeal to student interests
Monitor the whole group
Stop misbehavior quickly
Getting Started: Secondary
Establish rules, procedures, and
standards
Clearly communicate standards for work
Consistently enforce expectations
Monitor students closely
Deal with rule infractions quickly
Shorter work cycles for lower ability
students
Monitor student progress carefully
Maintaining a Good Environment
for Learning
Busy students are better behaved
Supervise students closely
Include cues for desired behaviors
Clear steps for activities
Provide necessary materials
Engage students in authentic tasks
Employ curiosity, interest
Prevention Is the Best Medicine

Withitness
Overlapping
Group focus
Movement
management
Monitor
Dealing with
Discipline Problems
Make eye contact
Verbal hints: name dropping
Ask students if they are aware of the
consequences of their behavior
Remind students of the relative rule or
procedure
Ask the student to state the correct rule or
procedure and follow it
Assertively tell the student to stop the
misbehavior
Offer a choice
Special Problems:
Hostile Behaviors
Get out of the situation as soon as possible
Give the student the choice to cooperate
Allow a short cool down period
Talk privately in the hall
Send another student for the assistant principal
Conference with a counselor, parents, other
teachers
Keep a record of the incident
Special Problems: Violence or
Destruction of Property

Send for help


Get the names of all participants
Disperse any crowd
Do NOT try to break up a fight without
help
Inform the school office of the incident
Follow the school policy
The Need for Communication

Message Sent =
Message
Received?
Hidden messages
Body language
Choice of words
Paraphrase rule
Whos Problem Is It?
Does this affect my role as
teacher?
Student owned: actively
listen
Teacher owned: problem
solve
Counseling: The Students Problem

Empathetic listening
Block out external stimuli
Listen carefully
Differentiate between intellectual
and emotional messages
Make inferences about the speakers
feelings
Confrontation and
Assertive Discipline

Use of I messages
Passive or hostile responses
Care enough to confront
Clearly stated expectations with eye
contact
Do not debate fairness of the rules
Expect changes, not promises or
excuses
Confrontation and
Negotiation
Teacher imposes a solution
Teacher gives in to student demands
Gordons no-lose method
Define the problem
Generate many possible solutions
Evaluate each solution
Make a decision on a solution
Determine how to implement the
solution
Evaluate the success of the solution
Student Conflicts and
Confrontations
Peer harassment
Violence
Prevention is the best cure
High academic expectations
Genuine care for students
Mentoring, peer mediation, conflict
resolution, social skills, relevance,
community involvement programs
DIVERSITY AND CONVERGENCES
Diversity
Culturally responsive management needs to be
activated as males (especially of some
backgrounds) are usually punished more harshly in
some communities
Some racial/ethnic differences in minor
punishments
Some students more familiar with a direct style of
management
Convergences
No clear results showing best management style
Recognizing and rewarding, talking with students,
involving students in decisions, and providing non-
directive hints = student greater responsibility
THANK YOU