1 creating productive learning environments ed 1010
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Creating Productive Learning
Environments
ED 1010
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Characteristics of Productive Learning Environments
• A focus on learning – Effective schools: Academic focus
• A focus on learners – Classrooms as learning
communities– Personal and social development– Positive classroom climate
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Classroom as Learning Communities
• Inclusiveness: all students participate and believe they can succeed.
• Respect for others: students respect the teacher and other students.
• Safety and security: students feel safe and protected.
• Trust and connectedness: students count on each other for help and assistance.
Blind Caterpillar: Team Building
Make a Machine
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Personal Development
• Self-discipline and motivation to learn
• Organizational skills and goal setting
• Personal and moral responsibility
• Control of personal impulses
• Self-awareness in terms of personal strengths, needs, and values
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Social Development
• Students’ ability to interact with and get along with others
• Perspective taking: the ability to understand the thoughts and feelings of others
• Social problem solving: the ability to resolve conflicts in ways that are beneficial to all involved
Conflict Resolution Scenario
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Social Skills That Develop in Productive Learning Environments
• Perspective taking• Social problem solving• Respect for others• Working cooperatively with classmates• Empathy and compassion• Appreciation of diversity
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Positive Classroom Climate
• Emotional and physical environment of a classroom– Pleasant surroundings– Displays respect students– Procedures for a safe and orderly
classroom– Respectful and friendly
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Essential Human Elements of Productive Learning
Environments
• Caring
• Personal teaching efficacy
• Positive expectations
• Modeling and enthusiasm
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Communicating Caring
• Learning students’ names quickly and calling on students by their first name
• Greeting students daily and getting to know them as individuals
• Using effective nonverbal communication such as making eye contact and smiling
• Using “we” and “our” in reference to class activities and assignments
• Spending time with students• Demonstrating respect for students as
individuals Formations
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Personal Teaching Efficacy
• Belief that you can make a difference as a teacher
• Internal locus of control
• Transfers to students
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Positive Teacher Expectations
• Teachers’ beliefs in students’ capabilities to learn
• Ways that teachers communicate positive expectations– Emotional support– Teacher effort and demands– Interactive questioning– Feedback and evaluation
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Modeling and Enthusiasm
• The tendency of people to observe and imitate others’ behaviors and attitudes
• Demonstrate interest and enthusiasm in topic
• Model appropriate behavior
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Classroom Management
• What impact does classroom management have on learning?
• As you have observed, have you seen good and bad examples of classroom management?
• What made it “good”?
• What made it “bad”?
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Classroom Management Goals
• Developing learner responsibility
• Creating a positive classroom climate
• Maximizing opportunities for learning
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Dimensions of Classroom Time
• Allocated time: amount designated for a particular topic or subject
• Instructional time: amount left for teaching after routine management and administrative tasks are completed
• Engaged time: time students actually spend actively involved in learning activities
• Academic learning time: amount of time students are both engaged and successful
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Elements of Successful Management
• Preventing problems through planning– Rules– Procedures
• Intervening effectively
• Handling serious management problems
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Common Classroom Activities Requiring Procedures
• Entering and leaving the classroom
• Handing in and returning papers
• Accessing materials such as scissors and paper
• Sharpening pencils
• Making trips to the bathroom
• Making up work after an absence
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Guidelines for Effective Rules
• State rules positively.
• Emphasize rationales for rules.
• Minimize the number of rules.
• Monitor rules throughout the school year.
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Guidelines for Effective Interventions
• Intervene immediately.
• Direct the intervention at the correct student(s).
• Use the least intrusive intervention.
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Serious Management Problems: Violence and Aggression
• Most management problems are minor and involve day-to-day logistical and cooperation issues.
• Steps to follow when serious problems arise– Stop the incident– Protect the victim– Get help
• Teachers are legally required to intervene when problems occur.
• Seek the advice of administrators and veteran teachers.
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Effective Classroom Management in Urban Schools
• More challenging because of student diversity and large class sizes
• Essential components for effective management:– Caring and supportive teachers
– Clear standards for acceptable behavior
– Structure
– Effective instructionVideo
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Benefits of Involving Parents
• Greater willingness to do homework • Higher long-term achievement• More positive attitudes and behaviors• Better attendance and graduation rates • Greater enrollment in postsecondary
education
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Strategies for Involving Parents
• Communicate early, positively, and often
• Try email communication• Get to know students• Use newsletters and individual
notes to emphasize positive student accomplishments.
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Communicating with Parents
from Diverse Backgrounds• Cultural diversity, SES, and
caregivers for whom English is not the first language all pose communication challenges.
• Effective teachers make a special effort to reach out to these parents.
• Sending home homework guidelines and suggestions are effective in involving parents in their children’s education.