1 Creating Productive Learning Environments ED 1010

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  • *Creating Productive Learning Environments

    ED 1010

  • *Characteristics of Productive Learning Environments A focus on learning Effective schools: Academic focus A focus on learners Classrooms as learning communities Personal and social development Positive classroom climate

  • *Classroom as Learning CommunitiesInclusiveness: all students participate and believe they can succeed.Respect for others: students respect the teacher and other students.Safety and security: students feel safe and protected.Trust and connectedness: students count on each other for help and assistance.Blind Caterpillar: Team BuildingMake a Machine

  • *Personal DevelopmentSelf-discipline and motivation to learnOrganizational skills and goal settingPersonal and moral responsibilityControl of personal impulsesSelf-awareness in terms of personal strengths, needs, and values

  • *Social DevelopmentStudents ability to interact with and get along with othersPerspective taking: the ability to understand the thoughts and feelings of othersSocial problem solving: the ability to resolve conflicts in ways that are beneficial to all involvedConflict Resolution Scenario

  • *Social Skills That Develop in Productive Learning EnvironmentsPerspective takingSocial problem solvingRespect for othersWorking cooperatively with classmatesEmpathy and compassionAppreciation of diversity

  • *Positive Classroom ClimateEmotional and physical environment of a classroomPleasant surroundingsDisplays respect studentsProcedures for a safe and orderly classroomRespectful and friendly

  • *Essential Human Elements of Productive Learning EnvironmentsCaringPersonal teaching efficacyPositive expectationsModeling and enthusiasm

  • *Communicating CaringLearning students names quickly and calling on students by their first nameGreeting students daily and getting to know them as individualsUsing effective nonverbal communication such as making eye contact and smilingUsing we and our in reference to class activities and assignmentsSpending time with studentsDemonstrating respect for students as individuals Formations

  • *Personal Teaching EfficacyBelief that you can make a difference as a teacherInternal locus of controlTransfers to students

  • *Positive Teacher ExpectationsTeachers beliefs in students capabilities to learnWays that teachers communicate positive expectationsEmotional supportTeacher effort and demandsInteractive questioningFeedback and evaluation

  • *Modeling and EnthusiasmThe tendency of people to observe and imitate others behaviors and attitudesDemonstrate interest and enthusiasm in topicModel appropriate behavior

  • *Classroom ManagementWhat impact does classroom management have on learning?

    As you have observed, have you seen good and bad examples of classroom management? What made it good?What made it bad?

  • *Classroom Management GoalsDeveloping learner responsibilityCreating a positive classroom climate Maximizing opportunities for learning

  • *Dimensions of Classroom TimeAllocated time: amount designated for a particular topic or subjectInstructional time: amount left for teaching after routine management and administrative tasks are completedEngaged time: time students actually spend actively involved in learning activitiesAcademic learning time: amount of time students are both engaged and successful

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  • *Elements of Successful ManagementPreventing problems through planningRulesProceduresIntervening effectivelyHandling serious management problems

  • *Common Classroom Activities Requiring Procedures Entering and leaving the classroomHanding in and returning papersAccessing materials such as scissors and paperSharpening pencilsMaking trips to the bathroomMaking up work after an absence

  • *Guidelines for Effective RulesState rules positively.Emphasize rationales for rules.Minimize the number of rules.Monitor rules throughout the school year.

  • *Guidelines for Effective InterventionsIntervene immediately.Direct the intervention at the correct student(s).Use the least intrusive intervention.

  • *Serious Management Problems: Violence and AggressionMost management problems are minor and involve day-to-day logistical and cooperation issues.Steps to follow when serious problems ariseStop the incidentProtect the victimGet helpTeachers are legally required to intervene when problems occur.Seek the advice of administrators and veteran teachers.

  • *Effective Classroom Management in Urban SchoolsMore challenging because of student diversity and large class sizesEssential components for effective management:Caring and supportive teachersClear standards for acceptable behaviorStructure Effective instructionVideo

  • *Benefits of Involving ParentsGreater willingness to do homework Higher long-term achievementMore positive attitudes and behaviorsBetter attendance and graduation rates Greater enrollment in postsecondary education

  • *Strategies for Involving ParentsCommunicate early, positively, and oftenTry email communicationGet to know studentsUse newsletters and individual notes to emphasize positive student accomplishments.

  • *Communicating with Parents from Diverse BackgroundsCultural diversity, SES, and caregivers for whom English is not the first language all pose communication challenges.Effective teachers make a special effort to reach out to these parents.Sending home homework guidelines and suggestions are effective in involving parents in their childrens education.