Educational Psychology:Educational Psychology:Theory and PracticeTheory and Practice

Chapter 11Chapter 11

Effective Learning Environments

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ISBN: 0-205-37338-0

Copyright © Allyn & Bacon 2003

Organizing QuestionsOrganizing Questions

What Is an Effective Learning Environment?

What Is the Impact of Time on Learning?

What Practices Contribute to Effective Classroom Management?

Organizing QuestionsOrganizing 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?

Effective Learning EnvironmentEffective Learning Environment

Classroom Management

Discipline

Effective Learning EnvironmentEffective Learning Environment

Interesting, Well-Organized Lessons

Incentives for Learning Effectively

Instruction Accommodated to Students’ Levels of Preparation

Effective Use of Time

Where Does the Time Go?Where Does the Time Go?

Students Engaged in Instruction

Students Not Engaged

No Math Lesson

NoninstructionalActivities

(Figure 11.1, Page 369)

60%

12%17%

11%

Using Allocated Time for Using Allocated Time for InstructionInstruction

Allocated Time“…the time during which students have an opportunity to learn.” (p. 370)

Preventing Lost Time

Preventing Late Starts and Early Finishes

Preventing Interruptions

Handling Routine Procedures

Minimizing Time Spent on Discipline

Using Allocated Time for Using Allocated Time for InstructionInstruction

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.

Using Allocated Time for Using Allocated Time for InstructionInstruction

Maintaining Group Focus During Lessons Accountability Group Alerting

Maintaining Group Focus During Seatwork

Withitness Overlapping

Can Time On-Task Be Too High?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

Classroom Management in the Classroom Management in the Student-Centered ClassroomStudent-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.

Practices Contributing to Effective Practices Contributing to Effective Classroom ManagementClassroom Management

Commonsense Planning and Groundwork

Different grade levels and student groups present different management concerns. Elementary School Children Middle and High School Children

Effective Classroom ManagementEffective 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.

Effective Classroom ManagementEffective 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.

Example Class RulesExample Class Rules

Be Courteous to Others.

Respect Others’ Property.

Be On-Task. Raise Hands to

be Recognized.

Managing Routine MisbehaviorManaging Routine Misbehavior

The Principle of Least Intervention

Prevention Nonverbal Cues Praising behavior that is

incompatible with misbehavior.

Managing Routine MisbehaviorManaging Routine Misbehavior

Praising Other Students

Verbal Reminders

Repeated Reminders

Applying Consequences

Applied Behavior AnalysisApplied Behavior Analysis

How Student Misbehavior Is Maintained Teacher’s Attention Peers’ Attention Release from Unpleasant States

or Activities

Applied Behavior AnalysisApplied 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.

Seven Principles for the Effective and Seven Principles for the Effective and Humane use of PunishmentHumane use of Punishment

Use punishment sparingly. Make clear why the child is being

punished. Provide alternative means for

obtaining positive reinforcement. Reinforce desired behavior.

Seven Principles for the Effective and Seven Principles for the Effective and Humane use of PunishmentHumane 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.

Applied Behavior Analysis Applied Behavior Analysis ProgramsPrograms

Home-Based Reinforcement Daily Report Cards

Decide which behaviors to include.

Explain the program to parents. Reduce frequency of reports

when behavior improves.

Applied Behavior Analysis Applied Behavior Analysis ProgramsPrograms

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

Preventing Serious Behavior Preventing Serious Behavior ProblemsProblems

Preventive Programs Identifying Causes of

Misbehavior Enforcing Rules and Practices Enforcing School Attendance Avoiding Tracking

Preventing Serious Behavior Preventing Serious Behavior ProblemsProblems

Practicing Intervention Requesting Family

Involvement Using Peer Mediation Judiciously Applying

Consequences

End of Chapter 11End of Chapter 11