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Educational Psychology CH 14 Notes
Educational Psychology CH 14 Notes
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
Activities that encourage on-task behavior
Continuous monitoring of students
Modification of strategies as necessary
Arranging the Classroom
Minimize distractions
Interact 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.
Developing a practical, nonthreatening atmosphere
Appropriate messages about subject matter
Giving students some control over activities
A sense of community among students
Personal/ social needs can be met in class
Need for relatedness comes in 2 forms:
Need for affiliation
Need for approval
Teachers can meet both needs with warmth, attention, recognition for
achievement, interest in students activities.
Effective teachers are warm, caring people who show respect &
acceptance of students.
Businesslike, nonthreatening atmosphere
Goals need to be clear.
Students need to be held accountable for their achievement.
Feedback needs to be tempered with respect for their dignity.
Giving students a sense of control
Giving advance notices of assignments
Regular 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
Sense 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 equal chance of winning & the outcome is determined
by student effort.
Individual 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.
It reduces fear of ridicule, embarrassment.
Creating a sense of community
Interactive & collaborative teaching strategies- discussion,
cooperative learning
Ask for student input, ideas & use them
Assign & rotate helper roles to students
Ask students to help answer peer questions
No exclusion policy for activities
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.
Working with parents
The better we can partner with our students primary caretakers, the
more we promote learning and achievement.
Communicating with parents
The better we know our students, the more effectively we can
motivate & assist them.
Parent-teacher conferences
Written communication
Telephone conferences- when the matter is immediate
Parent discussion groups
Parent-teacher conference
Schedule a time that works for the parent.
Prepare for the conference with notes & examples of student work.
Create a nonjudgmental atmosphere- Oreo
Express yourself honestly. Avoid jargon.
End conference on a positive note- review student strengths, progress
made.
Follow through on any determinations.
Parental involvement
Parent involvement relates to student attendance, higher achievement,
more positive attitudes toward school.
Parents respond to invitations showing their help/ attendance is
desired. Make the invitations personal.
Parents from some ethnic groups may be shy about attending.
Encouraging reluctant parents
Lack of involvement does not necessarily mean lack of interest.
Make an effort to establish trust & comfort.
Encourage parents to ask questions.
Invite other important family members.
Give suggestions of learning activities that could be done at home.
Encouraging reluctant parents
Ask parents to share their own skills.
Find people who can translate for those who speak little English.