Creating and Maintaining a Productive Classroom Environment

The way we design our classroom can make our nine months there terrific or
punishing.
Effective Classroom Environment
Classroom management is about creating a classroom environment
conducive to learning & achievement.
Students are consistently engaged in useful learning activities
Students behaviors rarely interfere with achieving instructional
objectives
Effective Classroom Environment
Physical arrangement of room
Climate in which students have a sense of belonging & intrinsic
motivation to learn
Reasonable limits for student behavior
ctivities that encourage on-task behavior
Continuous monitoring of students
Modification of strategies as necessary
Arranging the Classroom
!inimi"e distractions
#nteract easily with any student
Survey the entire class at any time
Creating an Effective Classroom Environment
Classroom climate has to do with the psychological environment we
create.
Communication of acceptance$ respect & caring about students
as people.
%eveloping a practical$ nonthreatening atmosphere
ppropriate messages about subject matter
&iving students some control over activities
sense of community among students
Personal/ social needs can be met in class
'eed for relatedness comes in ( forms)
Need for affiliation
Need for approval
Teachers can meet both needs with warmth$ attention$ recognition for
achievement$ interest in students activities.
*ffective teachers are warm$ caring people who show respect &
acceptance of students.
usinesslike! nonthreatening atmosphere
&oals need to be clear.
Students need to be held accountable for their achievement.
+eedback needs to be tempered with respect for their dignity.
"iving students a sense of control
&iving advance notices of assignments
,egular routines
Some leeway & allowance for students to set deadlines
Choices about how to complete some assignments or spend class time
Creating a sense of community
#ense of community is the idea that we share goals$ are respectful of
one another$ everyone can contribute.
Competition between groups of students can create community if all
groups have an e-ual chance of winning & the outcome is determined
by student effort.
#ndividual competitions skew students attention to performance$ not
mastery.
Competition creates an environment where some people must be
losers$ which decreases self.efficacy & intrinsic motivation.
Creating a sense of community
Students are more productive when they cooperate rather than
compete.
This also contributes to peer relationships.
#t reduces fear of ridicule$ embarrassment.
Creating a sense of community
#nteractive & collaborative teaching strategies. discussion$
cooperative learning
sk for student input$ ideas & use them
ssign & rotate helper roles to students
sk students to help answer peer -uestions
'o e/clusion policy for activities
n inclusion policy. look for students to include in activities who may
be isolated
Teach social skills to those with deficits
,ecognition of those who contribute to class
'ote that all students deserve respect & are important
#etting limits
*stablish a few rules0 procedures in the beginning of the year. 1eep
them simple.
2resent rules in an informational way
2ractice procedures
,eview the rules for improvement as needed
cknowledge students feelings about class re-uirements
*stablish a few rules0 procedures in the beginning of the year. 1eep
them simple.
2resent rules in an informational way
2ractice procedures
,eview the rules for improvement as needed
cknowledge students feelings about class re-uirements
Possible class rules
3ring all needed materials to class.
3e in your seat$ ready to work when the bell rings.
,espect and be polite to all people.
,espect other peoples property.
4bey all school rules.
2resenting rules as information
56ou will get your assignments done more -uickly if you get right to
work.7
Not$ 52lease be -uiet & do your own work.7
5s we practice for our fire drill$ it is important that we line up
-uickly & -uietly so we can hear the instructions.7
Not$ 58hen the fire alarm sounds$ line up -uickly & -uietly &
wait for instructions.7
Class meetings
Take time to review & revise rules & procedures.
,eview the weeks successes & students achievements.
sk for feedback about various activities.
%eeping students on task
3e sure students are always busy & engaged
Choose tasks at an appropriate academic level.
2rovide a reasonable amount of structure for activities & assignments.
!ake special plans for transition times in the day.
#trategies to keep students engaged
9ave specific activities every day
9ave materials organi"ed$ set up before class
9ave activities that assure all students involvement & participation
1eep a brisk pace
1eep student comments on.track & dont allow some students to
monopoli"e
Spend only short bits of time with individuals$ unless other students
are working productively
9ave a system for students who finish projects -uickly. class journal$
reading a book$ drawing$ computer program
&o' much time is actually spent learning(
#trategies to keep tasks at an appropriate level
Students are more likely to stay on.task when assignments are
appropriate for their ability levels.
3egin the year with relatively easy tasks to give students high self.
efficacy. &ive clear structure.
s students learn procedures$ introduce more challenging
assignments.
#ntroduce new procedures like cooperative learning$ with simpler
material so students master the interaction skills.
Plan for transitions
Transitions are times ripe for misbehavior.
9ave an introductory assignment for the moment students come into
class.
,ituals also minimi"e distractions at different times of day$
transitions.
These plans can include group reviews$ writing assignments$ new
assignments.
Monitoring 'hat students are doing
)ith-it-ness is teacher alertness to the e/tent that teachers seem to
have eyes in the back of their heads. They let students know they are
aware of their covert activity.
Scanning the classroom$ making eye contact with students.
8orking with one person while keeping awareness of group behavior.
Modifying strategies
Consider how you can change to effect changes in classroom
behavior.
9ow can # change strategies to capture students interest:
re materials so difficult that students are frustrated: So easy
they are bored:
8hat are the students primary motivations:
9ow can # link students goals with academic goals:
*ealing 'ith Misbehaviors
Misbehavior is any action that can disrupt classroom learning or
activities.
Minor. talking out of turn$ writing notes to a friend$ turning in
assignments late.
Ma+or , interferes with others learning. screaming$ hitting$
refusing to participate$ threatening the well.being of others.
)hat can teachers do to respond to misbehaviors(
#gnoring the behavior
Cueing the student
%iscussing the problem privately with student
2romoting self.regulation
;sing behaviorist approaches
Conferring with parents
)hen is it best to ignore a behavior(
8hen the behavior is rare & not often repeated
8hen the behavior is unlikely to spread
%uring unusual circumstances. last day
8hen the behavior is typical for an age group
8hen the behaviors result is aversive
8hen the behavior doesnt affect learning
)hen is it best to cue a behavior(
8hen a misbehavior is interfering with learning & must be
discouraged
%o it unobtrusively$ with a signal to recall the rule or to note
awareness
3ody language. frowning$ eye contact
,inging a bell or flicking the light
2hysical pro/imity to student
*iscussing a problem privately 'ith a student
#t should be private)
#n order to call little attention to problem by others
To reduce embarrassment
To take as little time away from entire class as possible.
To discern reasons for misbehavior & generate solutions if they
are legitimate.
To clarify students own maladaptive interpretations < hostile
attributional biases
Minimi-e the potential for a po'er struggle
=isten empathically to the student & accept her feelings & opinions.
Summari"e what you believe the student has told you & get
clarification.
%escribe the effects of the problem behavior$ including your own
feelings.
&ive the student some choice in resolution.
#elf-regulation
#elf-monitoring. a reality check about severity of the problem
#elf-instructions. reminding themselves of appropriate actions
#elf-evaluation. checklist or other means to evaluate progress &
reinforce themselves rather than teacher being source
#elf-imposed contingencies
.sing behaviorist approaches
6ou may first have to determine the function or purpose of the
repeated behavior
#dentify reinforcers for the on.task behavior
!ake the reinforcers contingent on performing specific behaviors.
6ou could give student so many 5passes7 at first for the undesirable
behavior$ reducing them regularly.
.sing behaviorist approaches
Teacher must be e/plicit about the response.conse-uence
contingency.
Contingency contracts make this clear.
Consistent follow.through every time.
Conferring 'ith Parents
8hen there is a pattern of misbehavior$ parents should be alerted.
This may be informational$ so that you know the parent knows the
problem.
#t may re-uire a conference$ not just a phone call.
*iversity comes into play
Create a supportive climate
,esponsive to all students needs$ structured & dependable
%efine & respond to misbehaviors
Cooperation on tests must be defined as not appropriate$
tardiness must be addressed
ccommodate students with special needs
The more orderly a class is$ the better children can adapt &
conform. State the e/pectation clearly.
)orking 'ith /ther 0eachers
Communicate & collaborate regularly with one another.
9old common goals about what students should learn & be held
responsible for
#dentify obstacles to learning$ develop strategies
2romote e-uality & multicultural sensitivity
#ense of #chool Community
The message that we are working together to help students become
informed$ successful$ & productive citi"ens.
They should help one another as well.
#t results in more positive attitudes toward school$ greater motivation$
more prosocial behavior$ greater interaction among diverse students.
Collective self-efficacy
s teachers work together they gain greater self.efficacy$ believing
they can have a positive impact on students learning.
Team spirit also offers a support structure for new teachers$ especially
as they work with at.risk students.
Teachers gain greater confidence in themselves & their students.
)orking 'ith parents
The better we can partner with our students primary caretakers$ the
more we promote learning and achievement.
Communicating 'ith parents
The better we know our students$ the more effectively we can
motivate & assist them.
2arent.teacher conferences
8ritten communication
Telephone conferences. when the matter is immediate
2arent discussion groups
Parent-teacher conference
Schedule a time that works for the parent.
2repare for the conference with notes & e/amples of student work.
Create a nonjudgmental atmosphere. 4reo
*/press yourself honestly. void jargon.
*nd conference on a positive note. review student strengths$ progress
made.
+ollow through on any determinations.
Parental involvement
2arent involvement relates to student attendance$ higher achievement$
more positive attitudes toward school.
2arents respond to invitations showing their help0 attendance is
desired. !ake the invitations personal.
2arents from some ethnic groups may be shy about attending.
Encouraging reluctant parents
=ack of involvement does not necessarily mean lack of interest.
!ake an effort to establish trust & comfort.
*ncourage parents to ask -uestions.
#nvite other important family members.
&ive suggestions of learning activities that could be done at home.
Encouraging reluctant parents
sk parents to share their own skills.
+ind people who can translate for those who speak little *nglish.
;se home visits if necessary.
9elp parents make contacts with resources & services) social services$
literacy classes$ home services$ etc.
,einforce the parents as well as students when students do well in
class.
*iscussing Problem ehaviors 'ith Parents
Teachers are more effective when they set a positive tone. %escribe
the good things the child is doing.
%ont place blame> acknowledge that parenting is rarely easy. ;se
various formats for communicating.
Show your desire for parental support.
sk for information & listen carefully.
cknowledge the strengths of the familys background.
gree on a strategy.
;nderstand the limits of a parents influence.