2. Copyright 2001 by Allyn and Bacon Creating Learning Environments Chapter 12

3. Copyright 2001 by Allyn and Bacon Overview  The Need for Organization  Creating a Positive Learning Environment  Creating a Learning Community  Maintaining a Good Environment for Learning  The Need for Communication

4. Copyright 2001 by Allyn and Bacon Concept Map for Chapter 12 Creating a Positive Learning Environment The Need for Communication Creating a Learning Community Need for Organization Creating Learning Environments Maintaining a Good Environment for Learning

5. Copyright 2001 by Allyn and Bacon The Need for Organization

6. Copyright 2001 by Allyn and Bacon Ecology of Classrooms  Characteristics of Classrooms: –Multidimensional –Simultaneous –Immediate –Unpredictable –Public –Histories

7. Copyright 2001 by Allyn and Bacon Basic Management Task  Gain & maintain cooperation  Motivate & engage  Adjust management to ages of students

8. Copyright 2001 by Allyn and Bacon Age Related Needs  Early elementary: teach rules & procedures  Middle elementary: monitor & maintain  Late elementary & beginning high school: –Diplomatically deal with defiance –Motivate those immersed in social life  Senior high school: –Manage curriculum –Adapt academics to student needs & interests –Teach self-management

9. Copyright 2001 by Allyn and Bacon 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

10. Copyright 2001 by Allyn and Bacon Where Does the Time Go? Hours

11. Copyright 2001 by Allyn and Bacon Creating a Positive Learning Environment

12. Copyright 2001 by Allyn and Bacon Strategies from Research  Rules and procedures are required  Plan spaces for learning  Plan for effective classroom management  Get off to a good start

13. Copyright 2001 by Allyn and Bacon Classroom Procedures  Administrative routines  Student movement  Housekeeping  Lesson routines  Teacher-student interactions  Student-student interactions See Guidelines, Woolfolk, p. 441

14. Copyright 2001 by Allyn and Bacon Rules for Making Rules  Do’s and don’ts  Often written down and posted  Set the atmosphere  Consistent with school rules  Consistent with principles of learning  Make a few, good rules

15. Copyright 2001 by Allyn and Bacon Rules for Elementary School  Be polite and helpful  Respect other’s property  Listen when others are speaking  Do not hit, shove, or hurt others  Obey school rules

16. Copyright 2001 by Allyn and Bacon Rules for Secondary School  Bring required materials to class  Seated and ready at the bell  Respect and be polite to everyone  Respect other people’s property  Sit and listen while others speak  Obey all school rules

17. Copyright 2001 by Allyn and Bacon See Table 12.1, Woolfolk, p. 443, and Table 12.2, p. 444 Consequences of Breaking Rules  Plan ahead  “Bill of Rights”  Reasons for appropriate behavior  Self-management  Penalties

18. Copyright 2001 by Allyn and Bacon Categories of Penalties Contact parents Express disappointment Lose privileges Exclude from group Write a reflection Detention Visit the principal’s office

19. Copyright 2001 by Allyn and Bacon Planning Spaces for Learning  Interest areas  Personal territories  Action zone  Seating arrangements  See Guidelines, Woolfolk, p. 446

20. Copyright 2001 by Allyn and Bacon Room Arrangements  Be aware of the action zone  Horizontal rows: whole group presentations  Clusters or circle: student interaction  Fishbowl or stack: close up demonstrations

21. Copyright 2001 by Allyn and Bacon Getting Started : Elementary  First day well planned & organized  Deal with student’s main concerns  Teach rules & procedures  Whole group focus  Appeal to student interests  Monitor the whole group  Stop misbehavior quickly

22. Copyright 2001 by Allyn and Bacon 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

23. Copyright 2001 by Allyn and Bacon Creating a Learning Community

24. Copyright 2001 by Allyn and Bacon Three ‘C’s’ of Classroom Management  Cooperative community  Constructive conflict resolution  Civic values See Table 12.3, Woolfolk, p. 450

25. Copyright 2001 by Allyn and Bacon Maintaining a Good Environment for Learning

26. Copyright 2001 by Allyn and Bacon 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

27. Copyright 2001 by Allyn and Bacon Prevention Is the Best Medicine  Withitness  Overlapping  Group focus  Movement management  Monitor!!!

28. Copyright 2001 by Allyn and Bacon 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

29. Copyright 2001 by Allyn and Bacon Special Problems with Secondary Students  Work not completed: –Teach students how to use a daily planner –Keep accurate records –Enforce established consequences –Do not grade on ‘the benefit of the doubt’  Continue to break rules: –Seat student away from other students –Catch them before they break the rules –Enforce established consequences –Don’t accept promises

30. Copyright 2001 by Allyn and Bacon 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

31. Copyright 2001 by Allyn and Bacon 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

32. Copyright 2001 by Allyn and Bacon The Need for Communication

33. Copyright 2001 by Allyn and Bacon Message Sent = Message Received?  Hidden messages  Body language  Choice of words  Paraphrase rule

34. Copyright 2001 by Allyn and Bacon Who’s Problem Is It?  Does this affect my role as teacher?  Student owned: actively listen  Teacher owned: problem solve

35. Copyright 2001 by Allyn and Bacon Counseling: The Student’s Problem  Empathetic listening –Block out external stimuli –Listen carefully –Differentiate between intellectual and emotional messages –Make inferences about the speaker’s feelings

36. Copyright 2001 by Allyn and Bacon 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  See Point▼Counterpoint, Woolfolk, p. 461

37. Copyright 2001 by Allyn and Bacon Confrontation and Negotiation  Teacher imposes a solution  Teacher gives in to student demands  Gordon’s “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 Remember IDEAL? See Woolfolk, pp. 290-296.

38. Copyright 2001 by Allyn and Bacon Student Conflicts and Confrontations  Conflicts: goals and needs clash  Violence –Prevention is the best cure –High academic expectations –Genuine care for students  Mentoring, peer mediation, conflict resolution, social skills, relevance, community involvement programs

39. Copyright 2001 by Allyn and Bacon Steps in Peer Mediation  Jointly define conflict  Exchange positions and interests  Reverse perspectives  Invent 3 arguments that allow mutual gain  Reach an integrative agreement

40. Copyright 2001 by Allyn and Bacon Respect & Protect Program  Respect & protect the rights of others  Violence is not acceptable  Target violence-enabling behaviors  Clearly define violence –Bully/victim violence –Normal conflict violence  Adult-centered and student-centered interventions  See Table 12.5, Woolfolk, p. 465

41. Copyright 2001 by Allyn and Bacon Families and Classroom Management  Parents as partners  Clear classroom expectations  Communicate  See Family & Community Partnerships, Woolfolk, p. 466

42. Copyright 2001 by Allyn and Bacon Management Scenarios

43. Copyright 2001 by Allyn and Bacon Reflection Questions Consider the following scenarios. Decide what you would do in each situation. Don’t stop with an initial response to the situation. Come up with a ‘Plan B’ just in case ‘Plan A’ would not work. Consider multiple perspectives for each scenario.

44. Copyright 2001 by Allyn and Bacon Elementary: Art Kent, Kari, and Krista are working together on an art project. Kent needs the tangerine crayon to finish the trim on an Indian blanket. Kari really needs the tangerine crayon to touch up the sunset. Krista really REALLY needs the tangerine crayon to do the tree leaves. A major conflict is about to erupt! How will you use this as a learning opportunity to teach the concept ‘sharing’?

45. Copyright 2001 by Allyn and Bacon Elementary: Cheating It is achievement test time, and you have consistently encouraged your students to do their own best work. However, during the reading comprehension test, you notice that Melissa is exhibiting ‘severe diagonal vision disorder’ (cheating). At least two other students have noticed, also! What prescription would you recommend to treat her malady?

46. Copyright 2001 by Allyn and Bacon Secondary: Defiance You have just handed back the exam results. Sean is NOT one of your outstanding students, and is not happy with his grade. You ask, “Sean, do you have any questions on the exam?” His retort challenges the validity of your test, compares your IQ to your shoe size, states his opinion about your heritage, and suggests a place for you to take an extended vacation. Sean uses descriptive language and explicit adjectives. Your response?

47. Copyright 2001 by Allyn and Bacon Secondary: Vandalism On a crisp, September morning, you go to school early. As you enter the building, you notice a white haze in the halls, but no smell of smoke. Suddenly you hear glass breaking and see three students with fire extinguishers burst out of the chemistry lab, spraying white every where, running toward you. Next?

48. Copyright 2001 by Allyn and Bacon Back Stage  It is after school on a nice day in May. You have to make copies of a test for your class tomorrow morning. You decide to take a shortcut to the teachers’ workroom through the back of the stage. You hear unusual but intriguing sounds coming from a dim corner of the stage and decide to investigate. You discover two students engaged in active and intimate physical contact. Now what?

49. Copyright 2001 by Allyn and Bacon Reflection Time

50. Copyright 2001 by Allyn and Bacon Summary  The Need for Organization  Creating a Positive Learning Environment  Creating a Learning Community  Maintaining a Good Environment for Learning  The Need for Communication

51. Copyright 2001 by Allyn and Bacon Review Questions  What are the challenges of classroom management?  What are the goals of good classroom management?  Distinguish between rule and procedures.  Distinguish between personal territories and interest-area spatial arrangements.

52. Copyright 2001 by Allyn and Bacon Review Questions  Contrast the first school week of effective and ineffective managers.  What are Johnson and Johnson’s three C’s of establishing a classroom community?  How can teachers encourage engagement?  Explain the factors identified by Kounin that prevent management problems in the classroom.

53. Copyright 2001 by Allyn and Bacon Review Questions  Describe seven levels of intervention in misbehavior.  What is meant by “empathetic listening”?  Distinguish among assertive, passive, and hostile response styles.  What are some options for dealing with student-student and student-teacher conflicts?

54. Copyright 2001 by Allyn and Bacon End Chapter 12