Chapter 4Chapter 4

The Classroom Learning The Classroom Learning EnvironmentEnvironment

To remain an effective teacher with To remain an effective teacher with a minimum of distractions in the a minimum of distractions in the

classroom, you must:classroom, you must: Apply your knowledge of the characteristics and Apply your knowledge of the characteristics and

needs of the studentsneeds of the students Initiate, practice, develop, and model the Initiate, practice, develop, and model the

behaviors that facilitate student learningbehaviors that facilitate student learning Do this in a conducive learning environmentDo this in a conducive learning environment

The principle focus on this chapter is The principle focus on this chapter is

maintaining a conducive learning maintaining a conducive learning environmentenvironment

What is a conducive environment?What is a conducive environment?

It is an atmosphere that is caring and It is an atmosphere that is caring and responsiveresponsive

Management of a conducive learning Management of a conducive learning environment derives from having knowledge environment derives from having knowledge about young people and how they learnabout young people and how they learn

Young people are willing to spend time on a Young people are willing to spend time on a task when they perceive value and reward task when they perceive value and reward in doing so.in doing so.

They start to possess ownership in planning They start to possess ownership in planning and carrying out a taskand carrying out a task

Classroom Control:Classroom Control:Its meaning, past and presentIts meaning, past and present

Historically, in the 1800’s, classroom control used Historically, in the 1800’s, classroom control used to be referred to as classroom discipline…to be referred to as classroom discipline…punishment.punishment.

By the 1900’s, the era of progressive education By the 1900’s, the era of progressive education began, providing students with more freedom to began, providing students with more freedom to decide what they would learn. The teacher would decide what they would learn. The teacher would provide the material to stimulate the students.provide the material to stimulate the students.

Today’s meaning of classroom control encompasses Today’s meaning of classroom control encompasses a broader concept of classroom management.a broader concept of classroom management.

The teacher is in control rather than controlled by The teacher is in control rather than controlled by the class.the class.

So, what does that mean?So, what does that mean?

Today’s Classroom Today’s Classroom ControlControl

Teacher has a management planTeacher has a management plan This plan:This plan:

-prevents inappropriate student behaviors-prevents inappropriate student behaviors

-helps students develop self control-helps students develop self control

-suggests procedures for dealing with -suggests procedures for dealing with inappropriate student inappropriate student behavior behavior

What is this called?What is this called?

Effective Classroom Effective Classroom ManagementManagement

*The process of *The process of organizing and organizing and conducting a conducting a classroom so that it classroom so that it maximizes student maximizes student learning.learning.

Today’s teachers use Today’s teachers use techniques that techniques that enhance a student’s enhance a student’s self-esteem.self-esteem.

Classroom Management:Classroom Management:Behavior ModificationBehavior Modification

Definition:Definition: Behavior modification describes Behavior modification describes several high-controlled techniques for changing several high-controlled techniques for changing behavior in an observable and predictable way.behavior in an observable and predictable way.

B.F. SkinnerB.F. Skinner: : He was a leading authority. His He was a leading authority. His ideas were about how students learn and how ideas were about how students learn and how their behavior can be modified by using their behavior can be modified by using reinforcers, aka rewards.reinforcers, aka rewards.

- he felt that there was value in nonverbal - he felt that there was value in nonverbal interaction with communicating to students that interaction with communicating to students that you know what is going on.you know what is going on.

i.e., smiles, pats, and handshakes.i.e., smiles, pats, and handshakes.

Steps to Behavior Steps to Behavior ModificationModification

1.1. Identify the behaviorIdentify the behavior

2.2. Record how often and Record how often and under what conditions under what conditions the behavior occursthe behavior occurs

3.3. Cause a change by Cause a change by reinforcing a desired reinforcing a desired behavior with a behavior with a positive rewardpositive reward

4.4. Choose the type of Choose the type of positive reward to give positive reward to give

Types of RewardsTypes of Rewards Activity rewardsActivity rewards… like playing a game, decorating … like playing a game, decorating

the classroom, being freed without penalty from doing an the classroom, being freed without penalty from doing an assignment, running an errand for the teacher.assignment, running an errand for the teacher.

Social rewardsSocial rewards… like verbal attention or private … like verbal attention or private praise, facial expression of approval, a wink or a smile, praise, facial expression of approval, a wink or a smile, bodily expression like a thumbs up or a high five.bodily expression like a thumbs up or a high five.

Graphic rewardsGraphic rewards …such as numerals and symbols …such as numerals and symbols made by rubber stamps.made by rubber stamps.

Tangible rewardsTangible rewards … such as edibles, badges, … such as edibles, badges, certificates, stickers, or books.certificates, stickers, or books.

Token rewardsToken rewards …such as points, stars, scripts, or …such as points, stars, scripts, or tickets that can be cashed in later for a tangible award.tickets that can be cashed in later for a tangible award.

Leading AuthoritiesLeading Authorities

Lee and Marlene Cantor-Lee and Marlene Cantor- “assertive discipline” “assertive discipline”

- teacher has the rights and should expect - teacher has the rights and should expect appropriate behaviorappropriate behavior

- students have rights to choose how to behave in - students have rights to choose how to behave in the classroomthe classroom

- plan limits for bad behavior- plan limits for bad behavior

- clearly state your expectations and boundaries- clearly state your expectations and boundaries

- plan a system of positive consequences- plan a system of positive consequences

e.g., send positive messages home, rewardse.g., send positive messages home, rewards

- establish consequences- establish consequences

e.g., time out, withdraw privilegese.g., time out, withdraw privileges

- follow through and be consistent.- follow through and be consistent.

Leading Authorities (cont)Leading Authorities (cont)

Rudolf Dreikurs-Rudolf Dreikurs- “logical consequences” “logical consequences”- Be fair and firm and involve students in making the - Be fair and firm and involve students in making the class rules.class rules.

- Make sure students understand the rules and - Make sure students understand the rules and consequencesconsequences

- Allow students to be responsible for their own actions - Allow students to be responsible for their own actions and also and also for influencing others to maintain good for influencing others to maintain good behaviorbehavior

- Encourage respect for self and others- Encourage respect for self and others

- Recognize student goals and encourage them- Recognize student goals and encourage them

- Don’t encourage students’ goals of getting attention - Don’t encourage students’ goals of getting attention seeking seeking power or taking revengepower or taking revenge

Leading Authorities (cont)Leading Authorities (cont)

Linda Albert-Linda Albert- “cooperative discipline” “cooperative discipline”

- continues the work of Dreikurs - continues the work of Dreikurs

- this approach puts emphasis on the - this approach puts emphasis on the three C’s:three C’s:

capable, connect, and contributecapable, connect, and contribute Jane Nelsen- Jane Nelsen-

- continued the work of Dreikurs- continued the work of Dreikurs

- provided guidelines for helping children - provided guidelines for helping children develop develop positive feelings of themselvespositive feelings of themselves

Leading Authorities (cont)Leading Authorities (cont)

William Glasser-William Glasser- “reality therapy” “reality therapy”

- - this means the condition of the present, rather this means the condition of the present, rather than the past, contributes to inappropriate than the past, contributes to inappropriate behavior.behavior.

- he believes children can learn self control- he believes children can learn self control

- he suggests class meetings devoted to - he suggests class meetings devoted to establishing class rulesestablishing class rules

Carl Rogers and H. Jerome Freiberg- Carl Rogers and H. Jerome Freiberg- - Their book: Freedom to LearnTheir book: Freedom to Learn- ““Personal-centered classrooms”Personal-centered classrooms”- Students feel a sense of belongingStudents feel a sense of belonging

Leading Authorities (cont)Leading Authorities (cont)

Paul Gathercoal- Paul Gathercoal- “ judicious discipline“ judicious discipline

- - based on professional ethics, quality based on professional ethics, quality educational practice, and democratic principleseducational practice, and democratic principles

- based on students’ constitutional rights as - based on students’ constitutional rights as outlined in the 1outlined in the 1stst, 4, 4thth, and 14, and 14thth Amendments to Amendments to the U.S. Constitutionthe U.S. Constitution

- basically, by allowing students the opportunity - basically, by allowing students the opportunity to experience these freedoms, they learn to to experience these freedoms, they learn to govern themselvesgovern themselves

- reduction in hostile behaviors has resulted.- reduction in hostile behaviors has resulted.

Leading Authorities (cont)Leading Authorities (cont)

Haim G. Ginott-Haim G. Ginott- communications modelcommunications model

- Teachers must model the behavior that they Teachers must model the behavior that they expect from students.expect from students.

Thomas Gordon- Thomas Gordon- - emphasized influence over control- emphasized influence over control

- denounced the use of reinforcers aka - denounced the use of reinforcers aka rewardsrewards

- advocated encouragement and development - advocated encouragement and development of student self-control and self-regulated of student self-control and self-regulated behavior.behavior.

Leading Authorities (cont)Leading Authorities (cont)

Frederic Jones- Frederic Jones- - - negative reinforcement method- rewards follow wanted negative reinforcement method- rewards follow wanted behaviorbehavior

- PAT…preferred activity time, derived from the Jones model- PAT…preferred activity time, derived from the Jones model

- Jones Model- Jones Model

1. properly structure your classroom so students 1. properly structure your classroom so students understand the rules and proceduresunderstand the rules and procedures

2. maintain control by selecting appropriate 2. maintain control by selecting appropriate instructional strategiesinstructional strategies

3. build patterns of cooperative work.3. build patterns of cooperative work.

4. develop appropriate backup methods for dealing with 4. develop appropriate backup methods for dealing with inappropriate student behaviorinappropriate student behavior

Leading Authorities (cont)Leading Authorities (cont)

Jacob Kounin- Jacob Kounin- “the ripple effect”… the effect “the ripple effect”… the effect of a teacher’s response to one student’s of a teacher’s response to one student’s misbehavior on students whose behavior was misbehavior on students whose behavior was appropriateappropriate

- “- “withitness”… a skill enabling you to see what withitness”… a skill enabling you to see what is happening in all parts of the classroom at all is happening in all parts of the classroom at all timestimes

Developing your own approach to Developing your own approach to classroom managementclassroom management

Concentrate your attention on Concentrate your attention on desirable student behaviorsdesirable student behaviors

Quickly and appropriately Quickly and appropriately attend to inappropriate attend to inappropriate behaviorsbehaviors

Maintain alertness to all that is Maintain alertness to all that is happening in your classroomhappening in your classroom

Provide smooth transitions and Provide smooth transitions and stay on task…prevent dead timestay on task…prevent dead time

Involve students by providing Involve students by providing challenges and ways of challenges and ways of establishing rules, establishing rules, consequences, opportunities to consequences, opportunities to receive and return compliments, receive and return compliments, and chances to build self-esteemand chances to build self-esteem

Provide a supportive learning Provide a supportive learning environmentenvironment

Consider the physical layout and Consider the physical layout and arrangement of the classroomarrangement of the classroom

Create a positive ambianceCreate a positive ambiance- Admonish behavior, not personsAdmonish behavior, not persons- No discriminationNo discrimination- Attend to the physical appearance of Attend to the physical appearance of

the classroomthe classroom

Provide a supportive learning Provide a supportive learning environmentenvironment

Behaviors to avoid:Behaviors to avoid: Avoid comparing one student with anotherAvoid comparing one student with another Avoid encouraging competition among Avoid encouraging competition among

students except when all students have equal students except when all students have equal opportunityopportunity

Avoid ever giving up on any studentAvoid ever giving up on any student Avoid telling a student how much better he or Avoid telling a student how much better he or

she could beshe could be Avoid using qualifying statements, such as “I Avoid using qualifying statements, such as “I

like what you did, but….” or “It’s about time.”like what you did, but….” or “It’s about time.”

Provide a supportive learning Provide a supportive learning environmentenvironment

Get to know your students as peopleGet to know your students as people Learn students’ namesLearn students’ names Share stories about students during the first Share stories about students during the first

weekweek Observe students in class-develop withitnessObserve students in class-develop withitness Observe and chat with students outside the Observe and chat with students outside the

classroomclassroom Conference and interviews with student and Conference and interviews with student and

parentsparents Encourage writing about themselvesEncourage writing about themselves

Classroom procedures and Classroom procedures and guidelinesguidelines

Adopt procedures rather than rules and Adopt procedures rather than rules and consequences rather than punishmentconsequences rather than punishment

Assign student seatingAssign student seating Explain procedures and acceptable Explain procedures and acceptable

behaviorbehavior Explain signaling for teacher attentionExplain signaling for teacher attention The teacher dismisses the class, not the bell The teacher dismisses the class, not the bell

or the clockor the clock Establish procedures for late to class, etcEstablish procedures for late to class, etc Explain emergency proceduresExplain emergency procedures

Inappropriate student behaviorInappropriate student behaviorExamplesExamples

Nondisruptive….chatting with a neighbor, Nondisruptive….chatting with a neighbor, fooling around, etcfooling around, etc

Disruptions to learning…incessant Disruptions to learning…incessant talking, walking around the room, talking, walking around the room, clowning, throwing objects, etcclowning, throwing objects, etc

Defiance, cheating, lying, and stealingDefiance, cheating, lying, and stealing Bullying, fighting, sexual misconduct, and Bullying, fighting, sexual misconduct, and

violenceviolence

Teacher response to student Teacher response to student misbehaviormisbehavior

Typically, teachers respond in one of three ways:Typically, teachers respond in one of three ways: Hostile, assertive, or nonassertiveHostile, assertive, or nonassertive The teacher’s response should be assertive because assertive The teacher’s response should be assertive because assertive

is non abusive and non assertive is not clear enoughis non abusive and non assertive is not clear enough

Direct vs. indirect assertive responseDirect vs. indirect assertive response Direct is verbal from the teacher Direct is verbal from the teacher Indirect is eye contact, body language, proximity to studentIndirect is eye contact, body language, proximity to student

Order of behavior interventionOrder of behavior intervention First effort should be indirectFirst effort should be indirect Second effort could be direct in saying the student’s nameSecond effort could be direct in saying the student’s name Third effort might mean a time outThird effort might mean a time out Four effort may be to call a parent or suspend from classFour effort may be to call a parent or suspend from class

Teacher mistakes to avoidTeacher mistakes to avoid(there were 50, but I mention a random few here)(there were 50, but I mention a random few here)

Inadequately attending to daily planningInadequately attending to daily planning Emphasizing the negative to students with too many Emphasizing the negative to students with too many

warningswarnings Not requiring students to raise handsNot requiring students to raise hands Sitting while teaching or standing in one place too longSitting while teaching or standing in one place too long Being too serious and no funBeing too serious and no fun Not mixing up your teaching strategyNot mixing up your teaching strategy Poor use of instructional tools, such as books or computerPoor use of instructional tools, such as books or computer Using threatsUsing threats Verbally reprimanding a student from across the classroomVerbally reprimanding a student from across the classroom Not learning and using student namesNot learning and using student names Using poorly worded, ambiguous questionsUsing poorly worded, ambiguous questions Wanting to be liked by studentsWanting to be liked by students

SummarySummary

This chapter was about This chapter was about learning about ways to learning about ways to deal with any and all deal with any and all

challenges of classroom challenges of classroom teachingteaching

To become an To become an accomplished classroom accomplished classroom

manager takes manager takes thoughtful and thorough thoughtful and thorough

planning, consistency planning, consistency with application, and with application, and

reflection of your work.reflection of your work.