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Productive Learning Environment (Expanding the Sense of Community (Working…
Productive Learning Environment
Creating a Setting Conducive to Learning
Classroom management: establishment and maintenance of a classroom environment that's conducive to learning and achievement
Arranging the Classroom
Arrange the furniture to increase student interaction
Minimize possible distractions
Make changes for class wide use of technology
Identify locations that allow easy monitoring of student's behavior
Productive Relationships
Regularly communicate caring and respect for students as individuals
Remember that caring and respect involve much more than just showing affection
Work hard to improve relationships that have gotten off to a bad start
Psychological Climate (atmosphere)
Goal-oriented, businesslike, yet nonthreatening atmosphere
Communicate and demonstrate that school tasks and academic subject matter have value
Give students some control over classroom activities
Sense of Community: shared belief that teacher and students have common goals, are respectful, and make important contributions to learning
Belongingness: general sense that one is an important and valued member of the classroom
Setting Limits
Establish rules and procedures at the beginning of the year in an informational way (not controlling)
Periodically review the usefulness of existing rules and procedures
Acknowledge students' feelings about requirements
Enforce rules consistently and equitably
Planning activities that keep students on task
Choose tasks at an appropriate difficulty level for students' knowledge and skills
Need for arousal (Arousal theory of Motivation)
Plan transition times
Monitoring what students are doing
Modifying instructional strategies
Taking developmental, individual, and group differences into account
Expanding the Sense of Community
Working with faculty members
Working with the community at large, keeping contact with other institutions
Working with parents
considering cultural differences
involvement in school activities
Communication
Dealing with Misbehaviors
Misbehaviors: action that disrupts learning and planned classroom activities, puts students' physical safety or psychological well-being in jeopardy, or violates basic moral standards
Ignoring certain behaviors
Cueing students (use of verbal or nonverbal signal to indicate that a certain behavior is desired or that a certain behavior should stop)
Discussing problems privately with students
I-message: statement that communicates the adverse effects of a student's misbehavior, including one's own reactions to it, in a calm, relatively nonaccusatory manner
Teaching self-regulations skills
Conferring with parents
Conducting planned, systematic interventions
Taking students' cultural backgrounds into account
Addressing Aggression and Violence
A three-level approach:
Level 1: Creating a Nonviolent School Environment
Level 2: Intervening early for students at risk
Level 3: Providing intensive intervention for students in trouble