1. Creating a Productive Learning Environment
Chapter Fourteen
Educational Psychology: Developing Learners
6th edition
Jeanne Ellis Ormrod

2. Environments Conducive to Learning
A well-managed classroom is one in which students are consistently engaged in productive learning.
Effective classrooms are the result of effective classroom management.
Environments Conducive to Learning
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

3. Effective Classroom Management
Teachers with effective classroom management skills:
Physically arrange the classroom in a way that minimizes distractions and facilitates teacher- student interaction
Create a climate in which students feel they belong and are intrinsically motivated to learn
Set reasonable limits for behavior
Plan activities that encourage on-task behavior
Continually monitor what students are doing
Modify instructional strategies when necessary
Effective Classroom Management
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

4. Arranging the Classroom
Minimize distractions
Facilitate teacher-student interaction
Students seated closer to the teacher pay more attention and are more interactive.
Survey the entire class
Check for signs of boredom, frustration, etc.
Arranging the Classroom
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

5. The climate is the overall psychological atmosphere of the classroom.
Students should feel safe and secure.
Students should believe learning is a high priority.
Students should be willing to take risks and make mistakes.
The Classroom Climate
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

6. Strategies for Creating an Effective Classroom Climate
Form and maintain a productive relationship with every student
Be well prepared for class
Demonstrate that you enjoy teaching
Communicate high but realistic expectations for student performance
Include students in decision making and in evaluation of their work
Acknowledge that everyone has an “off” day now and then
Strategies for Creating an Effective Classroom Climate
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

7. Strategies for Creating an Effective Classroom Climate
Establish a businesslike yet nonthreatening atmosphere
Communicate appropriate messages about subject matter
Give students a sense of control
Promote a sense of community and belonging
Strategies for Creating an Effective Classroom Climate
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

8. Chaos reigns in classrooms without guidelines for appropriate behavior.
Setting reasonable limits promotes productive behavior and contributes to students’ socialization.
How can you set useful and reasonable limits?
Establish initial rules and procedures
Present rules and procedures in an informational rather than controlling manner
Periodically review existing rules and procedures
Acknowledge students’ feelings about classroom requirements
Enforce rules consistently and fairly
Setting Limits
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

9. Keeping Students on Task
Effective teachers keep students on task by:
Keeping students productively engaged and on task
Choosing developmentally appropriate tasks
Providing structure and support so students know exactly what they need to do
Adequately planning for transitions
Keeping Students on Task
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

10. “Withit” teachers know what students are doing at all times in the classroom.
They regularly scan the classroom for misbehaviors.
They make regular eye contact with students.
They know when, and often why, misbehaviors occur.
“Withit” Teachers
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

11. How “Expert” Teachers Manage the Classroom
Rather than focusing on what students are doing wrong, expert teachers:
Modify their instructional strategies so that students are more productive
Ask, “How can I better capture students’ interest and excitement? Are my students bored?”
How “Expert” Teachers Manage the Classroom
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

12. Dealing with Misbehaviors
Misbehavior is any action that has the potential to disrupt students’ learning and planned classroom activities.
Teachers should plan ahead, as much as possible, when considering how to deal with misbehaviors.
Dealing with Misbehaviors
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

13. Helpful Strategies for Dealing with Misbehavior
Ignore the behavior
Cue the student by using a signal that indicates the desired behavior
Discuss the problem privately with the student
Teach self-regulation strategies
Use behaviorist approaches, such as applying extinction and/or reinforcing an incompatible behavior
Use a combination of cognitive and behavioral techniques
Confer with parents
Helpful Strategies for Dealing with Misbehavior
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

14. Aggression and Violence at School
Aggression is more likely at school and in places with minimal supervision than any other place.
Most aggression at school involves psychological harm, minor physical injury, and destruction of property.
Aggression and Violence at School
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

15. The Roots of Aggression and Violence
Lack of perspective-taking
Misinterpretation of social cues
Poor social problem-solving skills
Poor home or neighborhood environment
Belief that aggression is an appropriate way of resolving conflicts
The Roots of Aggression and Violence
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

16. Early Warning Signs of Violent Behavior
Sense of superiority
Lengthy grudges
Violent themes in drawings and written work
Intolerance of differences
History of violence
Inappropriate access to firearms
Threats of violence
Social withdrawal
Excessive feelings of isolation, rejection, or persecution
Rapid decline in academic performance
Poor coping skills and lack of anger control
Inappropriate role models
Excessive alcohol or drug use
Early Warning Signs of Violent Behavior
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

17. Preventing School Violence
Create a schoolwide environment that minimizes the potential for aggression and violence
Intervene early for students at risk
Provide intensive intervention for students in trouble
Preventing School Violence
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

18. Recommended Strategies to Combat Gang-Related Hostilities
Develop, communicate, and enforce clear-cut policies regarding potential threats to school safety
Identify the specific nature and scope of gang activity
Forbid symbols that signify membership in a particular gang
Actively mediate between-gang and within-gang disputes
Recommended Strategies to Combat Gang-Related Hostilities
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

19. Taking Student Diversity into Account
Some students from lower SES backgrounds are exposed to violence almost daily.
Their classroom should feel affectionate, safe, and orderly.
Remember that some “misbehaviors” may be culturally dictated.
Inappropriate behaviors in one culture may be appropriate in another culture.
Taking Student Diversity into Account
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

20. Working with Other Faculty Members
Communicate and collaborate regularly
Form common goals regarding students’ learning
Establish a shared set of strategies for encouraging productive student behavior
Commit to promoting equality and multicultural sensitivity throughout the school community
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

21. Recognize the important role parents play in students’ lives
Communicate on a regular basis
Share students’ progress
Coordinate efforts to increase the likelihood of success
Avoid blaming parents for students’ behaviors or shortcomings
Working with Parents
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition