Jeanne Ormrod Eighth Edition © 2014, 2011, 2008, 2006, 2003 Pearson Education, Inc. All rights reserved. Educational Psychology Developing Learners

13-1 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Chapter 13 Creating a Productive Learning Environment

13-2 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Creating a Setting Conducive to Learning

13-3 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Classroom Management A well-managed classroom is one in which students are consistently engaged in productive learning. Effective management is similar to authoritative parenting.

13-4 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Effective Classroom Management Create a physical arrangement that focus students ’ attention. Establish and maintain good working relationships. Create a psychological climate in which students feel they belong and are intrinsically motivated. Set reasonable limits for behavior. Plan activities that encourage on-task behavior. Regularly monitor what students are doing. Modify instructional strategies when necessary. Take developmental differences and student diversity into account.

13-5 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Arranging the Classroom Arrange furniture to encourage student interaction when appropriate and discourage it when counterproductive Minimize distractions Facilitate teacher-student interaction Identify locations that allow easy monitoring of students ’ behavior Make appropriate changes for classwide use of technology

13-6 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Productive Teacher-Student Relationships Regularly communicate caring and respect for students. Remember that caring and respect involve much more than simply showing affection. Work hard to improve relationships that have gotten off to a bad start.

13-7 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Psychological Climate Establish a goal-oriented, businesslike, nonthreatening atmosphere. Communicate and demonstrate that school tasks and academic subject matter have value. Give students some control over classroom activities. Promote a general sense of community and belongingness.

13-8 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Setting 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.

13-9 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Keeping Students on Task Ensure that students are productively engaged in worthwhile activities. Choose tasks that are appropriately difficult for students ’ knowledge and skills. Provide structure for activities and assignments. Plan for transition times.

13-10 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Monitoring Students Withitness: Teachers know what students are doing at all times. regularly scan the classroom for misbehavior regular eye contact with students know when, and often why, misbehaviors occur

13-11 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Instructional Strategies Consider whether instructional strategies or classroom assignments might be partly to blame for off-task behaviors.

13-12 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Accommodating Differences Developmental Individual temperament Cultural & ethnic standards for behavior Gender Family socioeconomic status Special needs

13-13 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Coordinating Efforts With Others

13-14 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Working with Faculty Members Develop a sense of school community communicate and collaborate regularly identify common goals establish a shared set of strategies for encouraging productive student behavior commit to promoting equality and multicultural sensitivity schoolwide positive behavior support

13-15 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Working with the Community Coordinate activities and efforts with youth groups community organizations social services churches hospitals mental health clinics local judicial systems

13-16 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Working With Parents Treat them as partners Communicate on a regular basis conferences, written communication, phone, discussion groups, class websites Encourage involvement in school activities extra effort for reluctant parents Attend to cultural differences

13-17 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Dealing With Misbehaviors

13-18 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Misbehavior Any action that can disrupt students ’ learning and planned classroom activities puts one or more students ’ physical safety or psychological well-being in jeopardy violates basic moral and ethical standards

13-19 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Dealing With Misbehavior Ignore the behavior Use a cue signal the appropriate behavior Discuss privately with the student avoid a power struggle use I-messages Teach self-regulation strategies Confer with parents Planned, systematic interventions cognitive behavioral therapy

13-20 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Addressing Aggression and Violence at School

13-21 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Aggression and Violence Violent aggression in the United States has declined over the past 15 to 20 years. Most aggression at school involves psychological harm, minor physical injury, and destruction of property.

13-22 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Three-Level Approach Level I: Creating a nonviolent school environment Level II: Intervening early for students at risk Level III: Providing intensive intervention for students in trouble

13-23 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Gang-Related Problems Develop, communicate, and enforce clear-cut policies. Identify the nature and scope of gang activity in the population. Forbid clothing, jewelry, and behaviors that signify membership in a particular gang (within the law). Actively mediate between-gang and within-gang disputes.

13-24 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture

13-25 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture Effective teachers establish caring, supportive relationships with students. Effective teachers nurture productive student–student relationships. Effective teachers think proactively to minimize behavior problems. Effective teachers are consistent and equitable in enforcement of rules but accommodate individual differences. Effective teachers are team players.