Creating a Productive Learning Environment

1. Creating a Productive Learning Environment Chapter Fourteen Educational Psychology: Developing Learners 6th edition Jeanne Ellis Ormrod

2. A well-managed classroom is one in which students are consistently engaged in productive learning. • Effective classrooms are the result of effective classroom management. Environments Conducive to Learning Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

3. Teachers with effective classroom management skills: • Physically arrange the classroom in a way that minimizes distractions and facilitates teacher-student interaction • Create a climate in which students feel they belong and are intrinsically motivated to learn • Set reasonable limits for behavior • Plan activities that encourage on-task behavior • Continually monitor what students are doing • Modify instructional strategies when necessary Effective Classroom Management Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

4. Minimize distractions • Facilitate teacher-student interaction • Students seated closer to the teacher pay more attention and are more interactive. • Survey the entire class • Check for signs of boredom, frustration, etc. Arranging the Classroom Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

5. The climate is the overall psychological atmosphere of the classroom. • Students should feel safe and secure. • Students should believe learning is a high priority. • Students should be willing to take risks and make mistakes. The Classroom Climate Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

6. Form and maintain a productive relationship with every student • Be well prepared for class • Demonstrate that you enjoy teaching • Communicate high but realistic expectations for student performance • Include students in decision making and in evaluation of their work • Acknowledge that everyone has an “off” day now and then Strategies for Creating an Effective Classroom Climate Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

7. Establish a businesslike yet nonthreatening atmosphere • Communicate appropriate messages about subject matter • Give students a sense of control • Promote a sense of community and belonging Strategies for Creating an Effective Classroom Climate Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

8. Chaos reigns in classrooms without guidelines for appropriate behavior. • Setting reasonable limits promotes productive behavior and contributes to students’ socialization. • How can you set useful and reasonable limits? • Establish initial rules and procedures • Present rules and procedures in an informational rather than controlling manner • Periodically review existing rules and procedures • Acknowledge students’ feelings about classroom requirements • Enforce rules consistently and fairly Setting Limits Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

9. Effective teachers keep students on task by: • Keeping students productively engaged and on task • Choosing developmentally appropriate tasks • Providing structure and support so students know exactly what they need to do • Adequately planning for transitions Keeping Students on Task Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

10. “Withit” teachers know what students are doing at all times in the classroom. • They regularly scan the classroom for misbehaviors. • They make regular eye contact with students. • They know when, and often why, misbehaviors occur. “Withit” Teachers Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

11. Rather than focusing on what students are doing wrong, expert teachers: • Modify their instructional strategies so that students are more productive • Ask, “How can I better capture students’ interest and excitement? Are my students bored?” How “Expert” Teachers Manage the Classroom Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

12. Misbehavior is any action that has the potential to disrupt students’ learning and planned classroom activities. • Teachers should plan ahead, as much as possible, when considering how to deal with misbehaviors. Dealing with Misbehaviors Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

13. Ignore the behavior • Cue the student by using a signal that indicates the desired behavior • Discuss the problem privately with the student • Teach self-regulation strategies • Use behaviorist approaches, such as applying extinction and/or reinforcing an incompatible behavior • Use a combination of cognitive and behavioral techniques • Confer with parents Helpful Strategies for Dealing with Misbehavior Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

14. Aggression is more likely at school and in places with minimal supervision than any other place. • Most aggression at school involves psychological harm, minor physical injury, and destruction of property. Aggression and Violence at School Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

15. Lack of perspective-taking • Misinterpretation of social cues • Poor social problem-solving skills • Poor home or neighborhood environment • Belief that aggression is an appropriate way of resolving conflicts The Roots of Aggression and Violence Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

16. Social withdrawal • Excessive feelings of isolation, rejection, or persecution • Rapid decline in academic performance • Poor coping skills and lack of anger control • Inappropriate role models • Excessive alcohol or drug use • Sense of superiority • Lengthy grudges • Violent themes in drawings and written work • Intolerance of differences • History of violence • Inappropriate access to firearms • Threats of violence Early Warning Signs of Violent Behavior Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

17. Create a schoolwide environment that minimizes the potential for aggression and violence • Intervene early for students at risk • Provide intensive intervention for students in trouble Preventing School Violence Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

18. Develop, communicate, and enforce clear-cut policies regarding potential threats to school safety • Identify the specific nature and scope of gang activity • Forbid symbols that signify membership in a particular gang • Actively mediate between-gang and within-gang disputes Recommended Strategies to Combat Gang-Related Hostilities Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

19. Some students from lower SES backgrounds are exposed to violence almost daily. • Their classroom should feel affectionate, safe, and orderly. • Remember that some “misbehaviors” may be culturally dictated. • Inappropriate behaviors in one culture may be appropriate in another culture. Taking Student Diversity into Account Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

20. Communicate and collaborate regularly • Form common goals regarding students’ learning • Establish a shared set of strategies for encouraging productive student behavior • Commit to promoting equality and multicultural sensitivity throughout the school community Working with Other Faculty Members Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

21. Recognize the important role parents play in students’ lives • Communicate on a regular basis • Share students’ progress • Coordinate efforts to increase the likelihood of success • Avoid blaming parents for students’ behaviors or shortcomings Working with Parents Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition