Chapter 4

1. Chapter 4 The Classroom Learning Environment

2. To remain an effective teacher with a minimum of distractions in the classroom, you must: • Apply your knowledge of the characteristics and needs of the students • Initiate, practice, develop, and model the behaviors that facilitate student learning • Do this in a conducive learning environment The principle focus on this chapter is maintaining a conducive learning environment

3. What is a conducive environment? • It is an atmosphere that is caring and responsive • Management of a conducive learning environment derives from having knowledge about young people and how they learn • Young people are willing to spend time on a task when they perceive value and reward in doing so. • They start to possess ownership in planning and carrying out a task

4. Classroom Control:Its meaning, past and present • Historically, in the 1800’s, classroom control used to be referred to as classroom discipline…punishment. • By the 1900’s, the era of progressive education began, providing students with more freedom to decide what they would learn. The teacher would provide the material to stimulate the students. • Today’s meaning of classroom control encompasses a broader concept of classroom management. • The teacher is in control rather than controlled by the class. So, what does that mean?

5. Today’s Classroom Control • Teacher has a management plan • This plan: -prevents inappropriate student behaviors -helps students develop self control -suggests procedures for dealing with inappropriate student behavior What is this called?

6. Effective Classroom Management *The process of organizing and conducting a classroom so that it maximizes student learning. Today’s teachers use techniques that enhance a student’s self-esteem.

7. Classroom Management:Behavior Modification • Definition:Behavior modification describes several high-controlled techniques for changing behavior in an observable and predictable way. • B.F. Skinner: He was a leading authority. His ideas were about how students learn and how their behavior can be modified by using reinforcers, aka rewards. - he felt that there was value in nonverbal interaction with communicating to students that you know what is going on. i.e., smiles, pats, and handshakes.

8. Steps to Behavior Modification • Identify the behavior • Record how often and under what conditions the behavior occurs • Cause a change by reinforcing a desired behavior with a positive reward • Choose the type of positive reward to give

9. Types of Rewards • Activity rewards… like playing a game, decorating the classroom, being freed without penalty from doing an assignment, running an errand for the teacher. • Social rewards… like verbal attention or private praise, facial expression of approval, a wink or a smile, bodily expression like a thumbs up or a high five. • Graphic rewards …such as numerals and symbols made by rubber stamps. • Tangible rewards … such as edibles, badges, certificates, stickers, or books. • Token rewards …such as points, stars, scripts, or tickets that can be cashed in later for a tangible award.

10. Leading Authorities • Lee and Marlene Cantor- “assertive discipline” - teacher has the rights and should expect appropriate behavior - students have rights to choose how to behave in the classroom - plan limits for bad behavior - clearly state your expectations and boundaries - plan a system of positive consequences e.g., send positive messages home, rewards - establish consequences e.g., time out, withdraw privileges - follow through and be consistent.

11. Leading Authorities (cont) • Rudolf Dreikurs- “logical consequences” - Be fair and firm and involve students in making the class rules. - Make sure students understand the rules and consequences - Allow students to be responsible for their own actions and also for influencing others to maintain good behavior - Encourage respect for self and others - Recognize student goals and encourage them - Don’t encourage students’ goals of getting attention seeking power or taking revenge

12. Leading Authorities (cont) • Linda Albert- “cooperative discipline” - continues the work of Dreikurs - this approach puts emphasis on the three C’s: capable, connect, and contribute • Jane Nelsen- - continued the work of Dreikurs - provided guidelines for helping children develop positive feelings of themselves

13. Leading Authorities (cont) • William Glasser- “reality therapy” - this means the condition of the present, rather than the past, contributes to inappropriate behavior. - he believes children can learn self control - he suggests class meetings devoted to establishing class rules • Carl Rogers and H. Jerome Freiberg- • Their book: Freedom to Learn • “Personal-centered classrooms” • Students feel a sense of belonging

14. Leading Authorities (cont) • Paul Gathercoal- “ judicious discipline - based on professional ethics, quality educational practice, and democratic principles - based on students’ constitutional rights as outlined in the 1st, 4th, and 14th Amendments to the U.S. Constitution - basically, by allowing students the opportunity to experience these freedoms, they learn to govern themselves - reduction in hostile behaviors has resulted.

15. Leading Authorities (cont) • Haim G. Ginott-communications model • Teachers must model the behavior that they expect from students. • Thomas Gordon- - emphasized influence over control - denounced the use of reinforcers aka rewards - advocated encouragement and development of student self-control and self-regulated behavior.

16. Leading Authorities (cont) • Frederic Jones- - negative reinforcement method- rewards follow wanted behavior - PAT…preferred activity time, derived from the Jones model - Jones Model 1. properly structure your classroom so students understand the rules and procedures 2. maintain control by selecting appropriate instructional strategies 3. build patterns of cooperative work. 4. develop appropriate backup methods for dealing with inappropriate student behavior

17. Leading Authorities (cont) • Jacob Kounin- “the ripple effect”… the effect of a teacher’s response to one student’s misbehavior on students whose behavior was appropriate - “withitness”… a skill enabling you to see what is happening in all parts of the classroom at all times

18. Developing your own approach to classroom management • Concentrate your attention on desirable student behaviors • Quickly and appropriately attend to inappropriate behaviors • Maintain alertness to all that is happening in your classroom • Provide smooth transitions and stay on task…prevent dead time • Involve students by providing challenges and ways of establishing rules, consequences, opportunities to receive and return compliments, and chances to build self-esteem

19. Provide a supportive learning environment • Consider the physical layout and arrangement of the classroom • Create a positive ambiance • Admonish behavior, not persons • No discrimination • Attend to the physical appearance of the classroom

20. Provide a supportive learning environment • Behaviors to avoid: • Avoid comparing one student with another • Avoid encouraging competition among students except when all students have equal opportunity • Avoid ever giving up on any student • Avoid telling a student how much better he or she could be • Avoid using qualifying statements, such as “I like what you did, but….” or “It’s about time.”

21. Provide a supportive learning environment • Get to know your students as people • Learn students’ names • Share stories about students during the first week • Observe students in class-develop withitness • Observe and chat with students outside the classroom • Conference and interviews with student and parents • Encourage writing about themselves

22. Classroom procedures and guidelines • Adopt procedures rather than rules and consequences rather than punishment • Assign student seating • Explain procedures and acceptable behavior • Explain signaling for teacher attention • The teacher dismisses the class, not the bell or the clock • Establish procedures for late to class, etc • Explain emergency procedures

23. Inappropriate student behaviorExamples • Nondisruptive….chatting with a neighbor, fooling around, etc • Disruptions to learning…incessant talking, walking around the room, clowning, throwing objects, etc • Defiance, cheating, lying, and stealing • Bullying, fighting, sexual misconduct, and violence

24. Teacher response to student misbehavior • Typically, teachers respond in one of three ways: • Hostile, assertive, or nonassertive • The teacher’s response should be assertive because assertive is non abusive and non assertive is not clear enough • Direct vs. indirect assertive response • Direct is verbal from the teacher • Indirect is eye contact, body language, proximity to student • Order of behavior intervention • First effort should be indirect • Second effort could be direct in saying the student’s name • Third effort might mean a time out • Four effort may be to call a parent or suspend from class

25. Teacher mistakes to avoid(there were 50, but I mention a random few here) • Inadequately attending to daily planning • Emphasizing the negative to students with too many warnings • Not requiring students to raise hands • Sitting while teaching or standing in one place too long • Being too serious and no fun • Not mixing up your teaching strategy • Poor use of instructional tools, such as books or computer • Using threats • Verbally reprimanding a student from across the classroom • Not learning and using student names • Using poorly worded, ambiguous questions • Wanting to be liked by students

26. Summary This chapter was about learning about ways to deal with any and all challenges of classroom teaching To become an accomplished classroom manager takes thoughtful and thorough planning, consistency with application, and reflection of your work.