Optimal Classroom Environment

1. Optimal Classroom Environment Lori Barker EXC 658 June 2011

2. What is an optimal classroom environment? Four Key Areas Effectiveness is measured by: • Tasks • Movement in the room • Organization of the room & related materials • Student behavior • Student engagement • Performance Mather & Goldstein p.50

3. An effective & optimal classroom environment exhibits: Students are actively engaged in meaningful assignments. Students are following the basic classroom rules and procedures. Communicating effectively with each other, teachers, and parents. Mather & Goldstein p.50

4. Tasks A teacher’s effectiveness in managing behavior and choosing instructional strategies needs to match the learning capacities of students. Mather & Goldstein p. 52 • Productive classroom time is a function not only of students’ abilities but also of the teacher’s personality, teaching style, and management of the environment. Mather & Goldstein p. 52 • Effective environments are created when teachers are interactive, fast-paced, engaging, and directive in their teaching styles. Mather & Goldstein p. 53

5. A Structure for Instruction TEACHER RESPONSIBILITY Teachers establish the lesson’s purpose and model their own thinking to illustrate for students how to approach the new learning. Focus Lesson “I do it” Teachers strategically use questions and Assessment informed prompts, cues, direct explanations, and modeling to guide students to increasingly complex thinking and facilitate students’ increased responsibility for task completion. Guided Instruction “We do it” Teachers design and supervise tasks that enable students to consolidate their thinking and understanding – and that require student to generate individual products that can provide formative assessment information. Collaborative Work Productive Group Work “You do it together” Teachers design and supervise tasks that require students to apply information they have been taught to create new and authentic products. Independent Work “You do it alone” STUDENT RESPONSIBILITY Sources: From Better Learning Through Structured Teaching (p.4), by D. Fisher and N. Frey, 2008, Alexandria, VA: ASCD. From Guided Instruction: How to Develop Confident and Successful Learners (p. ix & x), by D. Fisher and N. Frey, 2010, Alexandria, VA: ASCD

6. Movements in the Room: Classroom Setup Rows – less behavior disruptions, ideal for direct instruction & testing. Cluster – higher noise level, ideal for productive group work, small group instruction, & teamwork. I like to change the room around every 3-6 weeks! Arrangement of the classroom exerts a powerful influences on teachers’ abilities to praise, monitor students, and supervise effectively. Mather & Goldstein p.51

7. Movement in the Room: Procedures & Routines Teach the procedures and make sure the routines are consistent. Procedures and Routines should be practiced daily and reviewed after breaks. • Lining up • Walking in a line • Entering the classroom • Leaving the classroom • Small group rotations • Turning in work & homework • Restroom • Student Planners • Classroom jobs

8. Organization of the Room & Related Materials Classroom Rules & Expectations • Respect yourself, others and property. • Take responsibility for your choices and actions. • Follow directions for the first time. • Always use good manners and language. • Stay on Task! (Stay focused and complete assignments.) • Do NOT disrupt the classroom learning.

9. Organization of the Room & Related Materials Each student has a clip and starts their day at Super. Depending on their behavior, the clip moves down, but cannot move back up until the next day. Depending on where the student’s clip, a behavior slip will go home to be signed by the parent and returned the next day. • Warning • Loss of recess • Behavior Slip • Loss of recess • Contact parent • Time out • Referral

10. Organization of the Room & Related Materials A cushion added to a chair. Makes a hard plastic chair comfy.

11. Communication Students Parents • Positive communication with students and parents. • Talk to them, don’t yell! • Establish a good rapport with the parents. • Make 2 positive phone calls home every day. • Make the call to parents, when the student is misbehaving. Don’t take away your authority.