Enhancing Classroom Management for Effective Learning Environments
This guide focuses on the critical components of effective classroom management and learning environments. It discusses the importance of clear directions, maximizing engaged time, managing transitions, and establishing positive teacher-student relationships. Strategies for preventing misbehavior, enforcing rules, and maintaining an engaging atmosphere are presented, along with methods to enhance student time on task through interesting and relevant lessons. By implementing these practices, teachers can create a conducive learning environment that fosters student success.
Enhancing Classroom Management for Effective Learning Environments
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Presentation Transcript
Effective Learning Environments By: Ashlyn Anderson Laura Fabian Sari Gerth Emily Pesek
Come up and grab a piece of paper and take out a writing utensil… Activity
These are the main issues effected by unclear direction: • Time • Transitions • Classroom Procedures • Behavior
Using Time Well • Engaged Time/ Time on-task: Time spent engaged in learning. • Most important aspect of time for classroom learning • Under direct control of teacher
Allocated Time • Time during which students have the opportunity to learn
Maximize Allocated Time: • Preventing Lost Time • Preventing Late Starts and Early Finishes • Preventing Interruptions • Handling Routine Procedures • Minimizing Time Spent on Discipline
Classroom Jobs Clean Board Line Leader “Operator” “Gopher” Paper Passer Floor Monitor
Permitting Activities that Engage Students’ Minds & Imaginations The best way to increase students’ time on-task is to teach lessons that are interesting, engaging, and relevant to students’ interests so that students will pay attention.
Managing Transitions 1. The teacher should give a clear signal 2. Students must be certain about what they are to do 3. Make transitions all at once
Creating an Atmosphere that is Conducive to Interest • Starting the Year out Right • 6 Characteristics of Effective Classroom Managers • Establishing Caring Connections between Teachers and Students
Atmosphere cont. • Setting Class Rules and Procedures • Few in Number • Fair • Clearly Explained
Preventing & Responding to Misbehavior • Prevention • Nonverbal Cues -Eye contact -Moving close to student -Placing hand on student’s shoulder
Preventing & Responding to Misbehavior • Verbal Reminders • Praising
Preventing & Responding to Misbehavior • Applying Consequences • Use when all previous steps are ineffective • Consequences include: sending the student out of class, making the student miss part of recess, or calling the students parents
Preventing Serious Behavior Problems • Preventive Programs • Enforcing School Rules and Practices • Enforcing School Attendance • Check and Connect • Practicing Intervention • Requesting Family Involvement • Last Resort
Works Cited • Emmer, E. T., & Evertson, C. M. (1981, January). Research Information Service: Synthesis of Research on Classroom Management, Educational Leadership. 343. • Fielding, J. (2005, Winter). Engaging Students in Learning History. New Approaches to Teaching History, 39(2). Retrieved from http://www2.education.ualberta.ca/css/ css_39_2/ ARFielding_engaging_students.htm • McClure, C. T. (2008, July). Using Time Effectively; Essentials on education data and research analysis . District Administration. Retrieved from http:// www.districtadministration.com/viewarticle.aspx ?articleid=1637 • Motivational Climate. (2011). Classroom Management [Educational Encyclopedia ]. Retrieved March 13, 2011, from Net Industries website: http:// education.stateuniversity.com/pages/1834/Classroom-Management.html • Slavin, R. E. (2009). Educational Psychology Theory and Practice (9th ed.). Upper Saddle River, New Jersey: Pearson. (Original work published 1986) • Wooden, S., Dr. (2011, March 1). Dr. Shannon Wooden: Engaging students' imaginations and critical minds. News and Information Services. Retrieved from http:// www.usi.edu/newsinfo/release/press_detail.asp?num=2307
