Effective Learning Environment
Effective Learning Environment
What is an Effective Learning Environment
Methods use to prevent behavior problems or respond to existing behaviors problems.
Strategies for providing effective learning environment. How to respond to misbehavior and use class time well.
Students who are participating in well-structured activities that engage their interests and are highly motivated.
Using Engaged Time Effectively pg. 274
Teaching engaging lessons
Teach lessons that are interesting, engaging and relevant to their interests. pg. 275
Managing Transitions (p. 276)
Transitions are chagnes from one activitiey to another
When making transitions, you should give clear signals to which students have been taught to respond to.
Students must be certain about what they are to do when the signal is given.
Maintain Group Focus During Lessons (p. 276)
Classroom Organization strategies and questioning techniques to ensure all students are involved in the lesson.
Accountability (p. 276)
Involvement of all students in all parts of the lesson.
Group Alerting- questioning strategies designed to keep all students on their toes during a lecture.
Maintain Group Focus During Seat Work (p. 276)
monitor activities and informally check individual students work.
Provide individual help to students who are struggling.
Overdoing the task. (p. 277)
Emphasizing time on task to the exclusion of all other considerations.
Classroom Management in Student Centered Classroom (p. 277)
Children are likely to be spending much of their time working with each other, doing open ended projects, writing, and experimenting
Starting Out the Year Right (p.278)
Clear plan for introducing students to classroom rules and procedures
Work with whole class initially.
Spend extra time at the beginning of the year introducing procedures and discussing class rules.
Teach students specific procedures.
Use simple enjoyable tasks at first.
Respond immediately to stop any misbehavior.
Setting Class Rules
Be Courteous to others.
Respect others' property
Be on task.
Raise Hand to be recognized.
Strategies For Managing Routine Misbehavior (p. 280)
The Principal of Least Intervention
Prevention (p. 281)
teachers can prevent behavior problems by presenting interesting and lievely lesson.
Nonverbal cues (p.281)
Making eye contact.
light touch on the shoulder.
Praise of correct behavior that is incompatible with other misbehavior.
Catch students in the act of doing things right.
Praise other students (p. 282)
Get one student to behave by praising others for behaving appropriately.
verbal reminders (p. 282)
reminder should be given immediately after the child misbehaves.
State what the student is supposed to be doing.
repetition of reminders and ignoring irrelevant excuse or argument.
consequences (p. 282)
A consequce for not complying withe the teachers request should be mildly unpleasant, short duration and applied as soon as possible.
When all previous steps have been ineffective.
Applied Behavior Analysis use to Manage More Serious Behavior Problems (p. 283)
How student Misbehavior is Maintained (p. 283)
Students Misbehave to get the attention and approval of their peers.
Strategies in which the entire class is rewarded on the basis of everyone's behavior.
Sometimes student misbehave becuase they want the teacher attention.
Release From Unpleasant States or Activities
Release from boredom, frustration, fatigue, or unpleasant activities.
Principles of Applied Behavior Analysis (p. 285)
Behavior Modification (p. 285)
systematic application of antecedents and consequences to change behavior.
Applied Behavior Analysis steps.
Identify target behavior and reinforces.
Establish baseline for the target behavior.
Choose a reinforcer and criteria for reinforcement.
Choose punished-er and criteria for punishment.
Observe behavior during program implementation, and compare to baseline.
When the behavior management program is working, reduce frequency of reinforcement.
Applied Behavior Analysis Programs (p. 287)
Home-based reinforcement strategies
Teacher gives a daily or weekly report card to take home.
Parents are instructed to provide special privileges or rewards to students based off reports.
Daily Report Cards
Group Contingency Programs
Entire Group is rewarded
Serious Behavior Problems Prevented (p. 292)
Identifying Causes of Misbehavior
Enforcing Rules and Practices
Enforcing School Attendance.
Impact of Time on learning p. 273
engaged time p.273
Allocated Time p. 273
Time during which students have an opportunity to learn.
Preventing lost time p. 275
Frequent loss of instruction period interrupt the flow of instruction and can ultimately deprive students of sufficient time to master the curriculum.
Preventing interruptions p. 274
interruptions not only cut into time for instruction but also break the momentum of lesson and reduces students attention.
Avoiding interruptions takes planning.
Preventing Late Starts and Early Finishes p.274
When you do not start teaching at the beginning of the period
Crisp, on-time start to lesson sets a purposive tone
You can shortchange students by not teaching until the end of the period
If students know that you do not start on time they may be lackadaisical about getting to class on time.
Handling Routine Procedures pg. 275
Spending to much time on simple classroom procedures.
Other procedures should become routine.
Use student power as much as possible.
Maintaining Raped Pace of Instruction p.275
Research find that students learn more from teachers who cover a lot of content in each lesson.
Minimizing time spent on Discipline
Disciplinary statements or actions should not intrupt the flow of the lesson.
If students need talking to about discipline problems, the time to do it is after the lesson.