Chapter 6: Creating and Maintaining a Positive and Productive Learning Environment

Focus Questions How do teachers create a positive learning environment? What routines contribute to maintaining a productive classroom environment? How do teachers establish expectations, incentives, and consequences? How can I develop a classroom management plan?

How Do Teachers Create a Positive Learning Environment? Physical space Building community Teacher withitness, overlapping, and ripple effect (Kounin’s philosophy) Using time wisely

Classroom Physical Space Welcoming, warm, student-friendly Seating arrangement Proximity Wall space and interest centers

Classroom Community Demonstrate care Develop trust Teach unconditionally Embrace social media

What Routines Contribute to Maintaining a Productive Classroom Environment? Getting student attention Responding to interruptions Transitioning from activity to activity

Routines in the Early Childhood Classroom Paying attention Gathering supplies Moving about the room Working in groups Playing with, and putting away, games and toys Reacting to interruptions Going to the restroom Lining up and moving through the building Sharpening pencils Keeping desks in order Filing and retrieving folders

Routines in the Elementary Classroom Gathering/using materials Turning in homework assignments Borrowing library books Dismissal procedures for walkers, bus riders, and car riders

Routines in the Middle School Classroom Computer use Gathering and returning materials Restroom and water breaks

Routines in the High School Classroom Entering and leaving class Paying attention Working in groups Checking out and returning materials Responding to class interruptions, such as announcements, hand-delivered messages, and visitors

Three Important Elements of Classroom Management Expectations – a positive term for rules Incentives – a term that is less value-laden than rewards Consequences – implies more natural ramifications than the word punishment

Extrinsic and Intrinsic Incentives Dependent on people other than the student Less effective than intrinsic because desirable behavior will likely cease when extrinsic incentives are removed Praise may be an effective extrinsic motivator Much of society runs smoothly because of extrinsic incentives

Extrinsic and Intrinsic Incentives Satisfaction that comes from doing what is considered the right thing More desirable than extrinsic incentives Student self-monitoring is the best intrinsic incentive

Consequences Used when intervention is necessary Should match the inappropriate behavior Should focus on the behavior, not on the person Unobtrusive intervention involves verbal or non-verbal teacher strategies that allow instruction to continue Serious consequences beyond what a classroom teacher should assign may be necessary Constructive correcting turns something negative into a positive growth experience

Steps to Use When Correcting Students 1. Review what happened. 2. Identify and accept student’s feelings. 3. Review alternative actions. 4. Explain the building policy as it applies to the situation. 5. Let the student know that all students are treated the same. 6. Invoke an immediate and meaningful consequence. 7. Let the student know you are disappointed that you have to invoke a consequence to his or her action. 8. Communicate an expectation that the student will do better in the future.

What to Consider When Developing a Classroom Management Plan students with special needs the societal context in which students live developmental appropriateness

General Guidelines for Developing a Classroom Management Plan Always stay within school and district policies and guidelines. Use positive, rather than negative, statements when establishing expectations. Consistently apply expectations and consequences. Explore conflict resolution and peer mediation. Communicate and document. Ask for help.

Concluding Thoughts Well-managed classrooms are marked by civility. Some students come to school without a clear idea of what civility looks like because they don’t live in the midst of it. Teachers must model civility, orchestrate an environment that fosters it, and then expect nothing less of students.