1. Educational Psychology: Theory and Practice Chapter 11 Effective Learning Environments

2. Scenario “Craig, I want you to start your project now.” (p. 344) n Providing for Effective Use of Time n Creating a Happy, Productive Learning Environment n Minimizing Behavior Problems and Disruptions

4. Impact of Time on Learning: Using Allocated Time n Preventing Lost Time by Being Organized n Preventing Late Starts and Early Finishes n Preventing Interruptions n Handling Routine Procedures Quickly n Minimizing Time Spent on Discipline

5. Impact of Time on Learning: Allocated Vs. Engaged Time n Allocated Time (Same for Every Student) n Engaged Time (Different for Each Student)

6. Impact of Time on Learning: What Events Waste Time in the Classroom? What Events Waste Time in the Classroom?

7. n Teaching Engaging Lessons n Maintaining Momentum n Maintaining Smoothness of Instruction (Managing Transitions) Impact of Time on Learning: Organization

8. Impact of Time on Learning: Using Engaged Time for All n Withitness n Overlapping

9. Effective Classroom Management n Starting the Year Out Right –Have Specific Plan for Introducing Rules –Be Consistent –Discuss Class Rules –Respond Immediately to Stop Misbehavior

10. Ms. Smith’s Class Rules 1. Be courteous to others 2. Respect others’ property 3. Be on-task 4. Raise hands to be recognized Mr. Jones’ 12 Commandments 1) Do not talk out of turn. 2) Do not hit. 3) Do not chew gum. 4) Do not steal from others. 5) Do not scream. 6) Do not cheat. 7) Stay in your seat. 8) Keep your desk clean. 9) Keep hands to yourself. 10) Do your own work. 11) Raise your hand to speak. 12) Wait your turn in line.

11. Effective Classroom Management n Setting Class Rules –Few in Number –Make Sense and be Seen as Fair –Clearly Explained and Deliberately Taught –There Is No Age Limit –Students Can Help Make the Rules

12. Managing Routine Misbehavior n Why Would the Teacher’s Intervention with Craig work? (Page 344)

13. Student Misbehavior Intervention Flow Charts Grade Level Specific Misbehavior First Intervention Outcome: Repeated Misbehavior Outcome: Misbehavior Stops Teacher Response Chronic Misbehavior Teacher Response Possible Outcomes Teacher Response

14. Managing Routine Misbehavior: Principle of Least Intervention n 1) Prevention n 2) Nonverbal Cues n 3) Praising Behavior That Is Incompatible with Misbehavior

15. Managing Routine Misbehavior: Principle of Least Intervention n 4) Praising Other Students n 5) Verbal Reminders n 6) Repeated Reminders (Warning) n 7) Applying Consequences n Re-integrate

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

17. Applied Behavior Analysis n Principles of Applied Behavior Analysis –Identify Target Behaviors and Reinforcers –Establish Baseline Behavior –Select Reinforcers and Criteria for Reinforcement –If Necessary, Select Punishers and Criteria for Punishment (Re-integrate after punishment) –Reduce the Frequency of Reinforcement