1. The Classroom Learning Environment
Chapter 4

2. Become an Effective Teacher
Minimum of Classroom Distractions
Apply your knowledge of your students to create a pleasant classroom experience
Initiate, practice and develop model behaviors that facilitate learning
Create a conducive learning environment
Based on what you have learned
Based on what you prefer
Based on school/district mandates
Based on educational ethics and law
Become an Effective Teacher

3. Conducive Classroom Learning Environment
Emotionally safe
Important content and skills
Value content and participation
Single, most important factor influencing student learning
Conducive Classroom Learning Environment

4. Perceptions IMPORTANT! Believe in yourself Believe in your students
If you think they cannot learn, they will not.
What do good teachers do?
Know, when given support that all students can learn
Expect the best
Establish an environment that motivates students
Manage efficiently
Perceptions

5. How much you know will not matter unless students perceive that
The classroom environment is supportive.
You care about their learning.
You respect them as human beings.
They are welcome in your class.
Expectations are challenging but not impossible.
Outcomes are worthy of their time and effort.
Perceptions

6. Classroom Control 1800’s Discipline, punishment Few finished 4th grade
Theory assumed that all children were bad.
Inappropriate behavior was students’ fault and must be punished
Classroom Control

7. Classroom Control 1900’s Students still misbehaving.
Punitive measures did not work.
Era of progressive behavior
Children learn through play, experimentation, inquiry.
Children should have a voice in what they learn
Teachers’ job was to provide rich learning experiences
Classroom Control

8. Classroom Control Today Classroom control, not discipline
Best teachers are in control of the events taking place in the classroom.
Classroom management and organization
Prevent inappropriate behavior.
Help students develop self control.
Have procedures in place to take care of misbehavior.
Eclectic philosophy
Classroom Control

9. B. F. Skinner Behavior Modification
Identify the behavior to be modified
Record how often and when that behavior occurs
Change by reinforcing desired behavior with positive reinforcement
Choose appropriate reinforcement
Use of computers for creativity (monitored)
A PowerPoint instead of a paper
Choices of how to use free time
Passes for missed homework, extra points, etc.
B. F. Skinner

10. Canter Assertive Discipline
You have professional rights as an educator
Students will choose how to behave in your room
Clearly state expectation in firm voice and explain boundaries
Plan a system of positive consequences
Positive call/letter/ home
Certificates of award
Special privileges
Follow through
Canter

11. Dreikurs Logical Consequences Be fair, firm and friendly.
Involve students in developing and implementing rules.
Logical consequences for misbehavior
Graffiti
Peer pressure
Show respect for self and others.
Reason to belong.
Recognize/encourage student achievement
Recognize, but do not reward, students seeking attention, power or revenge.
Dreikurs

12. Glasser Reality Therapy Conditions of the present rule!
Students have a responsibility to learn while at school and to maintain appropriate behavior.
Students can make appropriate choices.
Class meetings
Students need to feel like they belong, are loved, in control, have freedom, can have fun.
If they do not, they will fail.
Glasser

13. Ginott Communication Model
Send messages about the situation, not about the child.
Model the behavior you want.
Send positive messages.
Express feelings appropriately.
Acknowledge student feelings.
Give appropriate direction.
Invite cooperation.
Ginott

14. Jones Model
Properly structure your classroom so that students understand the rule and procedures.
Maintain control by selecting appropriate instructional strategies.
Build patterns of cooperative work.
Develop backup methods for dealing with inappropriate student behavior.
Jones

15. http://www.youtube.com/watch?v=gHzTU YAOkPM