The Need for Organization
Creating a Positive Learning Environment
Maintaining a Good Environment for
The Need for Communication
Diversity and Convergences in Learning

Concept Map Chapter

Need for
The Need for

Creating Learning
Maintaining a Creating a
Good Environment Positive Learning
for Learning Diversity and Environment
Convergences in

The Need for Organization Characteristics of Classrooms: Multidimensional Simultaneous Immediate Unpredictable Public Histories .

Basic Management Task Gain and maintain cooperation Motivate and engage Adjust management to ages of students .

Age Related Needs  Early elementary: teach rules and procedures  Middle elementary: monitor and maintain  Late elementary and beginning high school: Diplomatically deal with defiance Motivate those immersed in social life  Senior high school: Manage curriculum Adapt academics to student needs and interests Teach self-management .

Goals for Classroom Management Time for learning Allocated time Engaged time or time on task Academic learning time Access to learning Participation structures Self-management .

Where Does the Time Go? Academic Learning Time Engaged Time Actual Academic Time Attended Time Total Time 0 200 400 600 800 1000 1200 Hours .

Creating a Positive Learning Environment: Strategies from Research Rules and procedures are required Plan spaces for learning Plan for effective classroom management Get off to a good start .

Classroom Procedures Administrative routines Student movement Housekeeping Lesson routines Teacher-student interactions Student-student interactions .

Rules for Making Rules Do’s and don’ts Often written down and posted Set the atmosphere Consistent with school rules Consistent with principles of learning Make a few. good rules .

or hurt others Obey school rules .Rules for Elementary School Be polite and helpful Respect other’s property Listen when others are speaking Do not hit. shove.

Consequences of Breaking Rules Plan ahead “Bill of Rights” Reasons for appropriate behavior Self-management Penalties .

Categories of Penalties Express disappointment Lose privileges Exclude from group Write a reflection Detention Visit the principal’s office Contact Contactparents parents © Allyn & Bacon 2007 .

Planning Spaces for Learning  Interest areas  Personal territories  Action zone  Seating arrangements .

Room Arrangements Be aware of the action zone Horizontal rows: whole group presentations Clusters or circle: student interaction Fishbowl or stack: close up demonstration .

Getting Started : Elementary First day well planned and organized Deal with student’s main concerns Teach rules and procedures Whole group focus Appeal to student interests Monitor the whole group Stop misbehavior quickly .

procedures. Getting Started: Secondary Establish rules. and standards Clearly communicate standards for work Consistently enforce expectations Monitor students closely Deal with rule infractions quickly Shorter work cycles for lower ability students Monitor student progress carefully .

interest .Maintaining a Good Environment for Learning Busy students are better behaved Supervise students closely Include cues for desired behaviors Clear steps for activities Provide necessary materials Engage students in authentic tasks Employ curiosity.

Prevention Is the Best Medicine Withitness Overlapping Group focus Movement management Monitor .

Dealing with Discipline Problems  Make eye contact  Verbal hints: name dropping  Ask students if they are aware of the consequences of their behavior  Remind students of the relative rule or procedure  Ask the student to state the correct rule or procedure and follow it  Assertively tell the student to stop the misbehavior  Offer a choice .

other teachers  Keep a record of the incident .Special Problems: Hostile Behaviors  Get out of the situation as soon as possible  Give the student the choice to cooperate  Allow a short cool down period  Talk privately in the hall  Send another student for the assistant principal  Conference with a counselor. parents.

Special Problems: Violence or Destruction of Property Send for help Get the names of all participants Disperse any crowd Do NOT try to break up a fight without help Inform the school office of the incident Follow the school policy .

The Need for Communication Message Sent = Message Received? Hidden messages Body language Choice of words Paraphrase rule .

Who’s Problem Is It? Does this affect my role as teacher? Student owned: actively listen Teacher owned: problem solve .

Counseling: The Student’s Problem Empathetic listening Block out external stimuli Listen carefully Differentiate between intellectual and emotional messages Make inferences about the speaker’s feelings .

not promises or excuses . Confrontation and Assertive Discipline Use of “I” messages Passive or hostile responses Care enough to confront Clearly stated expectations with eye contact Do not debate “fairness” of the rules Expect changes.

Confrontation and Negotiation  Teacher imposes a solution  Teacher gives in to student demands  Gordon’s “no-lose method” Define the problem Generate many possible solutions Evaluate each solution Make a decision on a solution Determine how to implement the solution Evaluate the success of the solution .

Student Conflicts and Confrontations Peer harassment Violence Prevention is the best cure High academic expectations Genuine care for students Mentoring. relevance. social skills. community involvement programs . conflict resolution. peer mediation.

talking with students. involving students in decisions. DIVERSITY AND CONVERGENCES Diversity  Culturally responsive management needs to be activated as males (especially of some backgrounds) are usually punished more harshly in some communities  Some racial/ethnic differences in minor punishments  Some students more familiar with a direct style of management Convergences  No clear results showing best management style  Recognizing and rewarding. and providing non- directive hints = student greater responsibility .