1. Educational Psychology: Theory and Practice Chapter 11
Effective Learning Environments
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Copyright © Allyn & Bacon 2003

2. Organizing Questions What Is an Effective Learning Environment?
What Is the Impact of Time on Learning?
What Practices Contribute to Effective Classroom Management?

3. Organizing Questions
What Are Some Strategies for Managing Routine Misbehavior?
How Is Applied Behavior Analysis Used to Manage More Serious Behavior Problems?
How Can Serious Behavior Problems Be Prevented?

4. Effective Learning Environment
Classroom Management
Discipline

5. Effective Learning Environment
Interesting, Well-Organized Lessons
Incentives for Learning Effectively
Instruction Accommodated to Students’ Levels of Preparation
Effective Use of Time

6. Where Does the Time Go? Noninstructional Activities
Students Not Engaged
No Math
Lesson
17%
12%
11%
60%
Students Engaged in Instruction
(Figure 11.1, Page 369)

7. Using Allocated Time for Instruction
Preventing Lost Time
Preventing Late Starts and Early Finishes
Preventing Interruptions
Handling Routine Procedures
Minimizing Time Spent on Discipline
Allocated Time
“…the time during which students have an opportunity to learn.” (p. 370)

8. Using Allocated Time for Instruction
Teaching Engaging Lessons
Maintaining Momentum
Maintaining Smoothness of Instruction
Managing Transitions
Give clear signals to which students have been taught to respond.
Make clear what students need to do when signaled.
Make transitions all at once.

9. Using Allocated Time for Instruction
Maintaining Group Focus During Lessons
Accountability
Group Alerting
Maintaining Group Focus During Seatwork
Withitness
Overlapping

10. Can Time On-Task Be Too High?
“Maintaining classroom order is an important goal of teaching, but it is only one of many.” (p. 377)
Mock Participation

11. Classroom Management in the Student-Centered Classroom
Research Limitations
Classroom Management is More Participatory
Type of Behavior Expected is Different
Rules Are Still Needed
Rules must be consistently communicated.
Rules must be consistently enforced.

12. Practices Contributing to Effective Classroom Management
Commonsense Planning and Groundwork
Different grade levels and student groups present different management concerns.
Elementary School Children
Middle and High School Children

13. Effective Classroom Management
Starting the Year Out Right
Have specific plan for introducing classroom rules.
Work with whole class initially.
Spend extra time during the first days of school introducing procedures and discussing class rules.
Teach students specific procedures.
Start with simple, enjoyable tasks.
Respond immediately to stop any misbehavior.

14. Effective Classroom Management
Setting Class Rules
Class rules should be few in number.
Class rules should make sense and be seen as fair.
Class rules should be clearly explained and deliberately taught.

15. Example Class Rules Be Courteous to Others. Respect Others’ Property.
Be On-Task.
Raise Hands to be Recognized.

16. Managing Routine Misbehavior
The Principle of Least Intervention
Prevention
Nonverbal Cues
Praising behavior that is incompatible with misbehavior.

17. Managing Routine Misbehavior
Praising Other Students
Verbal Reminders
Repeated Reminders
Applying Consequences

18. Applied Behavior Analysis
How Student Misbehavior Is Maintained
Teacher’s Attention
Peers’ Attention
Release from Unpleasant States or Activities

19. Applied Behavior Analysis
Behavior Modification
Principles of Applied Behavior Analysis
Identify target behaviors and reinforcers.
Establish baseline behavior.
Select reinforcers and criteria for reinforcement.
Select punishers and criteria for punishment, if necessary.
Reduce the frequency of reinforcement.

20. Seven Principles for the Effective and Humane use of Punishment
Use punishment sparingly.
Make clear why the child is being punished.
Provide alternative means for obtaining positive reinforcement.
Reinforce desired behavior.

21. Seven Principles for the Effective and Humane use of Punishment
Never use physical punishment.
Never punish in an emotional or angry state.
Punish when a behavior starts rather than when it ends.

22. Applied Behavior Analysis Programs
Home-Based Reinforcement
Daily Report Cards
Decide which behaviors to include.
Explain the program to parents.
Reduce frequency of reports when behavior improves.

23. Applied Behavior Analysis Programs
Group Contingency Programs
Decide which behaviors will be reinforced.
Developmentally Appropriate Point System.
Deductions for Serious Misbehavior.
Reduce frequency of points and reinforcers as behavior improves.
Combine group and individual contingency if necessary.
Ethics of Behavioral Methods

24. Preventing Serious Behavior Problems
Preventive Programs
Identifying Causes of Misbehavior
Enforcing Rules and Practices
Enforcing School Attendance
Avoiding Tracking

25. Preventing Serious Behavior Problems
Practicing Intervention
Requesting Family Involvement
Using Peer Mediation
Judiciously Applying Consequences

26. End of Chapter 11