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The Classroom Learning Environment Chapter 4. Become an Effective Teacher Minimum of Classroom Distractions ◦Apply your knowledge of your students to.

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Presentation on theme: "The Classroom Learning Environment Chapter 4. Become an Effective Teacher Minimum of Classroom Distractions ◦Apply your knowledge of your students to."— Presentation transcript:

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

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

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

5 Perceptions 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.

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

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

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

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.

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

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.

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.

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.

14 Jones 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.

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