Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved. 1 Chapter 11 Creating Productive Learning Environments

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.2 Characteristics of Productive Learning Environments  A focus on learning  A focus on learners Classrooms as learning communities Classrooms as learning communities Emphasis on personal and social development Emphasis on personal and social development A positive classroom climate A positive classroom climate

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.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.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.4 Elements of 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

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.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

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.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

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.7 Essential Human Elements of Productive Learning Environments  Caring  Personal teaching efficacy  Positive expectations  Modeling and enthusiasm

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.8 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

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.9 Positive Teacher Expectations  Teachers’ beliefs in students’ capabilities to learn  Ways that teachers communicate positive expectations Emotional support Emotional support Teacher effort and demands Teacher effort and demands Interactive questioning Interactive questioning Feedback and evaluation Feedback and evaluation

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.10 Classroom Management Goals  Developing learner responsibility  Creating a positive classroom climate  Maximizing opportunities for learning

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.11 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

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.12 Elements of Successful Management  Preventing problems through planning Rules Rules Procedures Procedures  Intervening effectively  Handling serious management problems

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.13 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

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.14 Guidelines for Effective Rules  State rules positively.  Emphasize rationales for rules.  Minimize the number of rules.  Monitor rules throughout the school year.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.15 Guidelines for Effective Interventions  Intervene immediately.  Direct the intervention at the correct student(s).  Use the least intrusive intervention.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.16 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 Stop the incident Protect the victim Protect the victim Get help Get help  Teachers are legally required to intervene when problems occur.  Seek the advice of administrators and veteran teachers.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.17 Assertive Discipline  A comprehensive approach to classroom management that clearly specifies both teachers’ and students’ rights and responsibilities  Successful but controversial  Advocates claim it Works Works Clearly specifies both teacher and student actions Clearly specifies both teacher and student actions Is fairly easy to learn and apply Is fairly easy to learn and apply

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.18 Assertive Discipline (continued)  Critics claim it Emphasizes control and obedience at the expense of personal development Emphasizes control and obedience at the expense of personal development Focuses on behaviors instead of the reasons for rules Focuses on behaviors instead of the reasons for rules Treats symptoms (e.g., talking) versus possible causes (e.g., boring or ineffective instruction) Treats symptoms (e.g., talking) versus possible causes (e.g., boring or ineffective instruction)

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.19 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 Caring and supportive teachers Clear standards for acceptable behavior Clear standards for acceptable behavior Structure Structure Effective instruction Effective instruction

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.20 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

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.21 Strategies for Involving Parents  Start at the beginning of the school year with a letter.  Maintain communication by sending home frequent and periodic packets of work, descriptions of new units of study, and other information about the class.  Use s, newsletters, and individual notes to emphasize positive student accomplishments.

Kauchak and Eggen, Introduction to Teaching: Becoming a Professional, 3rd Ed. © 2008 Pearson Education, Inc. All rights reserved.22 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.