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Section 3: Classroom Management (Productive learning environment …
Section 3: Classroom Management
Motivation- something that energizes, directs and sustains behaviour
How environment can enhance learner's motivation to learn particular things or behave in particular ways --
situated motivation
Intrinsic
motivation (engages in activity because it is enjoyable and interesting; motivation is internal to the activity)
vs
Extrinsic
motivation (engages in activity in order to receive a reward or avoid a punishment
Factors affecting motivation:
Maslow hierarchy of needs
Arousal
Expectancy and values
Interest
How to encourage... in the classroom
Expectancies for success
Interest in subject matter
Need for competence
Need for relatedness
Goals- to mastery-approach goals
Anxiety- how to create low anxiety among students
Productive learning environment
Classroom Management: A well-managed classroom is one in which students are consistently engaged in productive learning
Create a physical arrangement that focus students' attention
encourage student interaction
facilitate student-teacher interaction
make appropriate changes for class wide use of technology
Establish and maintain good working relationships
regularly communicate caring and respect for students
includes be prepared for class, communicate high and realistic expectation
work hard to improve relationships
Safe Psychological climate
goal-oriented
non-threatening
Set reasonable limits (and rules)
Plan activities that encourage on-task behaviour
provide structure
plan for transition times
Regularly monitor what students are doing
scan for misbehaviour
Modify instructional strategies when necessary
sometimes are partly blame for off-task behaviours
Take development differences and student diversity into account
individual differences
cultural
gender
SES
special needs
Working with others
Faculty members:
to develop sense of school community (collaborate, identify common goals, establish shared strategies for productive student behaviour, commit to equality and multicultural sensitivity, positive behaviour support
Community
: coordinate acitivites and efforts with youth groups, social services, churches, etc
Parents
: treat them as partners, communicate, encourage involvement in school activities, attend to cultural differences
Behaviour Management
Dealing with misbehaviours
Misbehaviour: any action that
can distrupt 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
Strategies:
Ignore the behaviour
Use a cue (to signal appropriate behaviour
Discuss privately with students
Teach self-regulation strategies
Confer with parents
Planned, systematic interventions like CBT
Addressing aggression and violence at school, including
psychological harm
minor physical injury
destruction of property
The 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
For 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 behaviours that signify membership in a particular gang (within the law)
actively mediate between-gang and within-gang disputes
Reinforcement and Punishments