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1 Creating Productive Learning Environments ED 1010.

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1 1 Creating Productive Learning Environments ED 1010

2 2 Characteristics of Productive Learning Environments A focus on learning –Effective schools: Academic focus A focus on learners – Classrooms as learning communities – Personal and social development – Positive classroom climate

3 3 Classroom as Learning Communities Inclusiveness: all students participate and believe they can succeed. Respect for others: students respect the teacher and other students. Safety and security: students feel safe and protected. Trust and connectedness: students count on each other for help and assistance. Blind Caterpillar: Team Building Make a Machine

4 4 Personal Development Self-discipline and motivation to learn Organizational skills and goal setting Personal and moral responsibility Control of personal impulses Self-awareness in terms of personal strengths, needs, and values

5 5 Social Development Students’ ability to interact with and get along with others Perspective taking: the ability to understand the thoughts and feelings of others Social problem solving: the ability to resolve conflicts in ways that are beneficial to all involved Conflict Resolution Scenario

6 6 Social Skills That Develop in Productive Learning Environments Perspective taking Social problem solving Respect for others Working cooperatively with classmates Empathy and compassion Appreciation of diversity

7 7 Positive Classroom Climate Emotional and physical environment of a classroom –Pleasant surroundings –Displays respect students –Procedures for a safe and orderly classroom –Respectful and friendly

8 8 Essential Human Elements of Productive Learning Environments Caring Personal teaching efficacy Positive expectations Modeling and enthusiasm

9 9 Communicating Caring Learning students’ names quickly and calling on students by their first name Greeting students daily and getting to know them as individuals Using effective nonverbal communication such as making eye contact and smiling Using “we” and “our” in reference to class activities and assignments Spending time with students Demonstrating respect for students as individuals Formations

10 10 Personal Teaching Efficacy Belief that you can make a difference as a teacher Internal locus of control Transfers to students

11 11 Positive Teacher Expectations Teachers’ beliefs in students’ capabilities to learn Ways that teachers communicate positive expectations –Emotional support –Teacher effort and demands –Interactive questioning –Feedback and evaluation

12 12 Modeling and Enthusiasm The tendency of people to observe and imitate others’ behaviors and attitudes Demonstrate interest and enthusiasm in topic Model appropriate behavior

13 13 Classroom Management What impact does classroom management have on learning? As you have observed, have you seen good and bad examples of classroom management? What made it “good”? What made it “bad”?

14 14 Classroom Management Goals Developing learner responsibility Creating a positive classroom climate Maximizing opportunities for learning

15 15 Dimensions of Classroom Time Allocated time: amount designated for a particular topic or subject Instructional time: amount left for teaching after routine management and administrative tasks are completed Engaged time: time students actually spend actively involved in learning activities Academic learning time: amount of time students are both engaged and successful

16 16

17 17 Elements of Successful Management Preventing problems through planning –Rules –Procedures Intervening effectively Handling serious management problems

18 18 Common Classroom Activities Requiring Procedures Entering and leaving the classroom Handing in and returning papers Accessing materials such as scissors and paper Sharpening pencils Making trips to the bathroom Making up work after an absence

19 19 Guidelines for Effective Rules State rules positively. Emphasize rationales for rules. Minimize the number of rules. Monitor rules throughout the school year.

20 20 Guidelines for Effective Interventions Intervene immediately. Direct the intervention at the correct student(s). Use the least intrusive intervention.

21 21 Serious Management Problems: Violence and Aggression Most management problems are minor and involve day-to-day logistical and cooperation issues. Steps to follow when serious problems arise –Stop the incident –Protect the victim –Get help Teachers are legally required to intervene when problems occur. Seek the advice of administrators and veteran teachers.

22 22 Effective Classroom Management in Urban Schools More challenging because of student diversity and large class sizes Essential components for effective management: –Caring and supportive teachers –Clear standards for acceptable behavior –Structure –Effective instruction Video

23 23 Benefits of Involving Parents Greater willingness to do homework Higher long-term achievement More positive attitudes and behaviors Better attendance and graduation rates Greater enrollment in postsecondary education

24 24 Strategies for Involving Parents Communicate early, positively, and often Try email communication Get to know students Use newsletters and individual notes to emphasize positive student accomplishments.

25 25 Communicating with Parents from Diverse Backgrounds Cultural diversity, SES, and caregivers for whom English is not the first language all pose communication challenges. Effective teachers make a special effort to reach out to these parents. Sending home homework guidelines and suggestions are effective in involving parents in their children’s education.

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