Educational Psychology: Theory and Practice Chapter 11 Effective Learning Environments This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. ISBN: 0-205-37338-0 Copyright © Allyn & Bacon 2003

Organizing Questions What Is an Effective Learning Environment? What Is the Impact of Time on Learning? What Practices Contribute to Effective Classroom Management?

Organizing Questions What Are Some Strategies for Managing Routine Misbehavior? How Is Applied Behavior Analysis Used to Manage More Serious Behavior Problems? How Can Serious Behavior Problems Be Prevented?

Effective Learning Environment Classroom Management Discipline

Effective Learning Environment Interesting, Well-Organized Lessons Incentives for Learning Effectively Instruction Accommodated to Students’ Levels of Preparation Effective Use of Time

Where Does the Time Go? Noninstructional Activities Students Not Engaged No Math Lesson 17% 12% 11% 60% Students Engaged in Instruction (Figure 11.1, Page 369)

Using Allocated Time for Instruction Preventing Lost Time Preventing Late Starts and Early Finishes Preventing Interruptions Handling Routine Procedures Minimizing Time Spent on Discipline Allocated Time “…the time during which students have an opportunity to learn.” (p. 370)

Using Allocated Time for Instruction Teaching Engaging Lessons Maintaining Momentum Maintaining Smoothness of Instruction Managing Transitions Give clear signals to which students have been taught to respond. Make clear what students need to do when signaled. Make transitions all at once.

Using Allocated Time for Instruction Maintaining Group Focus During Lessons Accountability Group Alerting Maintaining Group Focus During Seatwork Withitness Overlapping

Can Time On-Task Be Too High? “Maintaining classroom order is an important goal of teaching, but it is only one of many.” (p. 377) Mock Participation

Classroom Management in the Student-Centered Classroom Research Limitations Classroom Management is More Participatory Type of Behavior Expected is Different Rules Are Still Needed Rules must be consistently communicated. Rules must be consistently enforced.

Practices Contributing to Effective Classroom Management Commonsense Planning and Groundwork Different grade levels and student groups present different management concerns. Elementary School Children Middle and High School Children

Effective Classroom Management Starting the Year Out Right Have specific plan for introducing classroom rules. Work with whole class initially. Spend extra time during the first days of school introducing procedures and discussing class rules. Teach students specific procedures. Start with simple, enjoyable tasks. Respond immediately to stop any misbehavior.

Effective Classroom Management Setting Class Rules Class rules should be few in number. Class rules should make sense and be seen as fair. Class rules should be clearly explained and deliberately taught.

Example Class Rules Be Courteous to Others. Respect Others’ Property. Be On-Task. Raise Hands to be Recognized.

Managing Routine Misbehavior The Principle of Least Intervention Prevention Nonverbal Cues Praising behavior that is incompatible with misbehavior.

Managing Routine Misbehavior Praising Other Students Verbal Reminders Repeated Reminders Applying Consequences

Applied Behavior Analysis How Student Misbehavior Is Maintained Teacher’s Attention Peers’ Attention Release from Unpleasant States or Activities

Applied Behavior Analysis Behavior Modification Principles of Applied Behavior Analysis Identify target behaviors and reinforcers. Establish baseline behavior. Select reinforcers and criteria for reinforcement. Select punishers and criteria for punishment, if necessary. Reduce the frequency of reinforcement.

Seven Principles for the Effective and Humane use of Punishment Use punishment sparingly. Make clear why the child is being punished. Provide alternative means for obtaining positive reinforcement. Reinforce desired behavior.

Seven Principles for the Effective and Humane use of Punishment Never use physical punishment. Never punish in an emotional or angry state. Punish when a behavior starts rather than when it ends.

Applied Behavior Analysis Programs Home-Based Reinforcement Daily Report Cards Decide which behaviors to include. Explain the program to parents. Reduce frequency of reports when behavior improves.

Applied Behavior Analysis Programs Group Contingency Programs Decide which behaviors will be reinforced. Developmentally Appropriate Point System. Deductions for Serious Misbehavior. Reduce frequency of points and reinforcers as behavior improves. Combine group and individual contingency if necessary. Ethics of Behavioral Methods

Preventing Serious Behavior Problems Preventive Programs Identifying Causes of Misbehavior Enforcing Rules and Practices Enforcing School Attendance Avoiding Tracking

Preventing Serious Behavior Problems Practicing Intervention Requesting Family Involvement Using Peer Mediation Judiciously Applying Consequences

End of Chapter 11