WEEK 17 – CREATING CONDUCIVE LEARNING ENVIRONMENT

Richard RaoVictoria Jane MotoyouTan Sin YiYew Siau Jing

CLASSROOM CLIMATE Classroom climate can be defined as the

mood or atmosphere created by a teacher in his or her classroom, the way the teacher interacts with students, and the way the physical environment is set out.

The classroom climate influences the student achievement, their self-esteem and participation in the lesson.

The most important aspect of classroom climate is the relationship between teacher and students.

There must be elements of caring, trust and respect in the interpersonal relationships between teachers and students.

An effective classroom climate is one in which the teachers' authority to organize and manage the learning activities is accepted by the students, there is mutual respect and good rapport, and the atmosphere is one of purposefulness and confidence in learning.

Another important component of classroom climate is the enthusiasm shown by the teacher.

Teachers who enjoy teaching and their subject, and teach with enthusiasm are more likely to motivate their students.

There is a positive relationship between teacher enthusiasm and student involvement during lessons.

Therefore, even if the teacher is not feeling that enthusiastic on a particular day or topic, he or she should avoid communicating negative feelings about the subject, lesson or curriculum to students.

Effective classroo

m climate

The organization

al environment

The social environment

THE ORGANIZATIONAL ENVIRONMENT This refers to the physical arrangement of the

classroom. A classroom should be attractive, well lighted,

comfortable and colourful. Clean and tidy classrooms, hall- ways and toilets

can create a better atmosphere across the school.

The physical aspects such as temperature, noise, and the time of the day that affect our ability to concentrate and maintain attention are also influence classroom climate.

How the internal features of a classroom (desks, chairs, tables) are arranged is also important.

It has been found that when the environmental conditions are appropriate for learning, the likelihood of disruptive behavior is minimized.

Classroom climate can also be improved by displaying student's own work on the wall, as this can encourage students to take pride in their work and can motivate them.

However, care should be taken to see that all students get chance to have their work displayed.

THE SOCIAL ENVIRONMENT Classroom climate is also affected by the

type of leadership exhibited by a teacher (authoritarian, democratic and laissez-faire).

In an autocratic classroom, the teacher decides on and attempts to impose the goals of learning activities; the students do not participate in either the selection of learning activities or the goals of these activities.

Hostile and aggressive behavior occurs more frequently under autocratic leadership than under democratic leadership.

Under autocratic leadership, the students are often frustrated, and they resolve their frustration by aggressive acts of one kind or another.

It has been found that an aggressive, hostile, punitive leader stimulates aggressive, punitive, and hostile behavior in students.

If the students cannot express their hostility to the teacher, they may direct it toward impersonal objects or their companions.

DEMOCRATIC L & LAISSEZ-FAIRE LEADERSHIP Democratic leadership produces more task

orientation and more socially acceptable behavior than does autocratic leadership.

In a laissez-faire leadership, complete freedom is given to the group or individual decision, without any leader participation.

Giving the students, authority in the classroom can improve classroom climate and encourage students to take responsibility for their environment. 

For students to learn effectively, they must participate fully in the learning process. This means they must be encouraged to ask and answer questions, attempt new approaches, make mistakes, and ask for assistance.

Effective teaching requires that the teacher gives students plenty of opportunities to contribute and elaborate their own ideas, and that he or she genuinely listens to what students say and attempts to consider this from students' perspective.

An effective classroom climate is one that provides continual support and encouragement so that failure, when it does occur, does not undermine students' self-esteem regarding their learning. 

This may be carried out by the teacher in such activities as listening to the learners, responding to their suggestions, accepting their feelings, involving them in teaching and learning processes and encouraging their efforts

This in turn will create a warm, supportive and positive emotional climate in the classroom.

Such a climate enhances emotional security, encourage students to contribute constructively to the lesson and leads to a high standard of achievement.

 

TYPES OF CLASSROOM ACTIVITIES

Borich (1996) identified three types of classroom climate that the teacher can use in different situations: competitive, co-operative and individualistic.

In competitive classrooms, students are encouraged to compete with one another.

These classrooms are usually teacher led with little autonomy for students.

Competition can be motivating to students, while teacher-led class- rooms have been found to enhance achievement. In co-operative classrooms the emphasis is on students co-operating, with the teacher intervening to steer students towards learning goals.

Co-operative classrooms are effective at developing important co-operative learning skills, which can enhance student achievement.

In individual classrooms, the emphasis on individual work with a minimum of teacher intervention.

This type of classrooms can help in development of independent learning skills. However, an effective teacher varies classroom climate according to intended goals.

By removing and replacing ‘the threat of failure' by ‘a friendly, cooperative social community in which cooperation as opposed to competition', we can make the classroom a ‘busy, happy place to be in'.

GENERAL ASPECTS OF CLASSROOM MANAGEMENT Management of classroom routines, including

non-academic routine, administrative routine, pupil movement routine, task management routine, learning routine and interaction routine.

Management of classroom discipline, including strategies and methods to control and address discipline problem in the classroom.

Aspects of Classroom Manageme

nt

Non-academic routine

Administrative routine

Pupil movement

routine

Learning routine

Interaction routine

Classroom discipline

CONCEPT OF CLASSROOM MANAGEMENT Classroom management is a multifaceted

matter, which concerns all aspects of life in school especially pupils’ personalities and teachers’ craft and attitude, including all aspects of physical facilities in the classroom.

In general, classroom management is an art or practice of managing pupils, physical facilities, and activities; so as to create a learning environment and climate conducive to teaching and learning in the classroom

Thus, classroom management can be explained as a process to establish and maintain a conducive learning environment for teaching and learning to attain its educational objectives.

It also can be viewed as the co-operation between the teacher and pupils to manage the problems of all aspects of life, activities and physical facilities in the classroom.

Good managers also carefully arrange their classrooms to minimize disturbances and make sure that instruction can proceed efficiently; they set up their rooms according to the following principles: 

i. Teachers should be able to see all students at all times. 

ii. Teaching materials and supplies are readily available. 

iii. High – traffic areas should be free of congestion. iv. Students should be able to see instructional

presentations. v. Procedures and routines should be actively

taught in the same way that academic content is taught. 

Highly Directive Humanisti

cDemocratic

Models of Classroom Management

Several methods exist to guide you in your quest for appropriate management techniques.  These methods cover an array of models from highly directive behaviorist techniques to democratic and nondirective, facilitative procedures.

HIGHLY DIRECTIVE MODELS OF CLASSROOM MANAGEMENT

It occurs when teachers direct students’ behavior and control them with the use of external rewards and punishment.

Instructional methods that accompany this model are lecturing, drill and practice, and questioning.

Because few students are engaged at one time, this model has recently come under scrutiny.

 ASSERTIVE DISCIPLINE An approach advocated by Lee Canter, is a

behaviorist model of classroom management that maintains teachers have the right to establish rules, require student compliance and expect parental and administrative support.

Behavior Modification, a concept proposed by B.F. Skinner, is also highly directive. In this model, behavioral problems are defined and measured to determine what antecedents (triggers) or consequences (reinforcers) must be adjusted to successfully guide behavior. Punishment is an option in these models. Three types of acceptable punishments can be considered: private and consistently applied reprimands, time outs that remove the student from the reinforcing situation, and response cost of which a token system is the most common.

Democratic models of classroom managementJacob Kounin’s and Rudolf Dreikus’ theories of classroom management typify the Democratic Model. As its name implies, the democratic model allows students to participate in the management of the classroom. 

Kounin maintained that teachers should prevent misbehavior rather than dealing with it once it occurs.

The greatest involvement occurs through the use of small group activities.

During small group activities, teachers should make students accountable, have alerting cues and vary activities to prevent boredom.

Rudolf Dreikurs advocated logical consequences to misbehavior instead of punishment in his Democratic Model of classroom management.

He believed that children make errors in their assumptions regarding what behaviors lead to desired goals.

For example, often students who want attention get it by misbehaving.

Teachers who give too much time and attention to misbehaviors are reinforcing the very behavior they want to diminish.

For this reason, minor misconduct often ceases when teachers stop supporting the undesired behavior with attention.

 Logical consequences relate to the misconduct and seek to rectify the wrong.

A policy of requiring students to assist in cleaning the room when they leave trash on the floor is an example of a logical consequence.

Harry Wong’s democratic model advocates a businesslike approach.

It is currently used in many induction programs.

Learning students’ names, explicitly teaching routines and establishing a simple list of rules complete with consequences for violation and rewards for compliance, all combine to create an environment of security for students.

According to Wong, both praise and criticism should be specific; teachers should praise students publicly, while criticism should be given privately.

HUMANISTIC MODELS OF CLASSROOM MANAGEMENT Humanistic models of classroom

management are the most student-centered and the least directive in their approach.

Carl Rogers advocated that students should have freedom to learn.

According to Rogers, the goal for students is self-discipline and teachers should be facilitators as opposed to directors.

The instructional methods that accompany Roger’s model are inquiry learning, group projects, and self-assessment.

Students are viewed as important participants in the learning process.

While Rogers did not advocate total permissiveness, he believed a list of rules would violate the autonomy of students.

While the humanistic model communicates warmth and caring, it is not well suited for beginning teachers, as it lacks specific recommendations. 

CLASSROOM INTERACTION FOR CONDUCIVE LEARNING ENVIRONMENT

Interaction refers to a process or activity in which two or more people act together or co-operatively in a certain environment or situation.

Classroom interaction can be referred as a process of co-action and reaction between and one or more pupils in a classroom during teaching and learning.

Learning Environment

Teacher

Pupils

Learning

Obective

Learning

Materials

(content)

TYPES OF INTERACTION

One-way interaction from teacher to pupils Passive learning No interaction between pupil and pupil. Teacher-centred

Two-way interaction between teacher to pupils Active teaching and learning activities Close relationship between teacher and pupils Pupil-centred

Two-way interaction among pupils and pupils Active learning activities. Close relationship among pupils One-way interaction between teacher and pupils,

i.e through teacher’s guidance. Mastery Learning

Multiple-way interaction between teacher and pupils as well as between pupils and pupils Active teaching and learning activities. Relationship between teacher and pupils, as well

as between pupils and pupils are close. Optimum use of pupil’s role Guided inquiry-discovery.

IMPORTANCE OF INTERACTION IN TEACHING-LEARNING Enables a teacher motivate pupils so that

they would concentrate with interest in the teaching-learning activities within the classroom.

Promotes close relationship between the teacher and the pupils in the class.

Interaction during teaching-learning session is considered necessary.

Exchange of information or idea between teacher and pupils need a two-way interaction.

STRATEGIES TO CREATE EFFECTIVE CLASSROOM INTERACTION.

TECHNIQUES FOR BUILDING ON PUPILS’ RESPONSES TO ESTABLISH DIALOGUE Teachers use prompts such as “oh”, “ooh”, “ah”,

give opinions and draw on personal experiences, e.g.

Pupil: Ehm, it’s a guitar with laser strings…it’s for teenagers that actually know how to play the guitar

Teacher: Ah, now I have to say I think that’s going to appeal to people who play guitar. I know my sister plays the guitar, it drives her mad every time the strings break

ENCOURAGING CHILDREN TO FEEDBACK TO EACH OTHER Teachers invite pupils to respond to each others’

answers – for example:- Teacher: Ok ready three, two, one,

show me, brilliant, [pupil’s name] read it out for me please.

- Pupil: Four…four hundred and twenty thousand.

- Teacher: [Pupil] thinks she’s got four hundred and twenty thousand, anybody want to disagree?

DRAWING ON PUPILS’ INPUT TO SHAPE LESSONS Teachers actively engage pupils in

developing the lesson – for example- Pupil: You could rotate it [a shape] and then

that would fit.- Teacher: Ooh rotate it then- Pupil: Ok, ehm right [laughs]... pause as pupil

tries to draw rotated shape- Teacher: It is a bit tricky isn’t it? Can you on

the whiteboards in front of you try and rotate the shape? [teacher opens the task to the whole class]

USE OPEN QUESTIONS TO STIMULATE DISCUSSION Teachers use open questions which invites

multiple answers and encourage children to discuss and negotiate a final answer – for example Teacher: Ok what things are

important in instructions? If we were going to write a checklist for when I do this with my class next year, what things would you say to them? What would have to be in your instructions?

• Verbal and non-verbal communications is important in the interaction process

Teacher should acquire questioning skills to initiate and sustain interest for interactions, and apply positive reinforcement

Teacher should practice democratic leadership style to enhance conducive socio-emotional climate

Teachers have to apply various teaching approaches and strategies

Teachers have to acquire computer manipulation skills to facilitate interactions in a multimedia class

CLASSROOM COMMUNICATION FOR CONDUCIVE LEARNING ENVIRONMENT. Turney et. Al (1992) defines communication as

the sharing of messages or attitudes that produce a degree of understanding between a sender and a receiver.

What is conducive classroom environment? Conducive classroom helps in promoting a favourable mood or atmosphere in a classroom to ensure an effective teaching and learning process to take place.

First and foremost, teacher plays the role of a manager in the classroom. Effective management skills is important to manage a primary school classroom properly. 

COMMUNICATIONsharing of messages or

attitudes that produce a degree of understanding between a sender and a receiver.

CLASSROOM COMMUNICATIONProcess which involves

mutual exchange of information and ideas between a teacher with one or more pupils.

Types of communication

VERBAL

Involves the process of information or idea

transfer verbally from one person to another

E.g.: the teacher as information sender and the pupils as

listeners and receivers.

Effective when the pupils received the

clear information

The teacher’s intonation must be clear and audible

NON-VERBALSending message by signals such as hand

signal, head movement, facial

expression

E.g. : nodding the head may carry the meaning as a sign

of consent

Provide positive reinforcement to the

pupils during the learning process

Also includes CLASSROOM SETTING: arrangement of desks, talks, chalkboards,

notice boards

Besides verbal and non-verbal communication, Conran (1984) classified classroom communication

into two categories, that is:

PROACTIVE COMMUNICATION: a direct form of communication which enables a teacher to give order, instruction, or to structure a task.

Proactive= controlling a situation by making things happen rather than waiting for things to happen and then reacting to them

INTERACTIVE COMMUNICATION: An interpersonal communication which allows teacher and student or group of students to explore and discuss openly with mutual respect and trust.

Interactive= that involves people working together and having an influence on each other

CLASSROOM COMMUNICATION FOR TEACHING-LEARNING

ACTIVITIES that

involves classroom communic

ation

EXPOSITORY

TEACHING

QUESTION-

ANSWER SESSION

DISCUSSION

SESSION

EFFECTIVE CLASSROOM COMMUNICATION TECHNIQUES

In order to have effective classroom communication, the teacher must acquire and apply explaining, questioning, and listening skills and techniques efficiently.

EFFECTIVE EXPLAINING TECHNIQUES Important teaching technique for transmitting

information to students in the classroom. Teachers must acquire explaining skills for

effective classroom communication Effective techniques:

Use clear steps to explain a topic/issue Use direct language and avoid jargon Repeat the difficult points Use interesting tone of voice Use eye contact to hold the attention Allow opportunities to ask questions

EFFECTIVE QUESTIONING TECHNIQUES

Used as testing student understanding in teaching and learning

Important technique in classroom communication, especially during the question-answer sessions

The aim of questioning: To draw attention To stimulate students’

thinking skills To train students to respond

correctly

TECHNIQUES of asking questions:

Ask clearly, briefly and confidentially together with facial expressions and intonation

Give sufficient time for students to respond

Avoid asking rhetorical questions

Provide hints or rephrase the question when the student could not answer.

EFFECTIVE LISTENING

Important for two-way communication, especially during discussion sessions

The teacher has to listen accurately the ideas and suggestions given by the students so as to respond appropriately according to the content and feeling expressed during the classroom session.

Strategies to improve listening skills:Listening attentively to the whole verbal communication

Do not prejudge students’ ideas or the value of the message

Indifference and not get distracted by emotional words used by the student.

WAYS TO COMMUNICATE EFFECTIVELY Communicate Respectfully Teachers and students demonstrate respectful

communication in the following ways:- Use a tone that is honest and tactful, choosing words that are appropriate to the situation.- When taking on a listening role, make eye contact and focus on the speaker.- Speak in turn, never interrupting the speaker.

Repeat Your Message in Different Ways While most communication in a classroom starts

verbally, many students don't take in what they hear the first time. Effective communication requires using different techniques in communication.

Consider what visual tools can help you in addition to your verbal communication.

Check for Understanding A teacher should always check for understanding.

The simple question, "Do you understand?" will not result in much information, as most students will either nod or sit passively.

Students can write down one sentence that summarizes what they think the lesson or lecture was about, or they can write a question they have about the lesson.

In a one-on-one conversation, a teacher should ask the student to repeat the main point or outcome of the conversation.

Nonverbal Communication Effective communication in the classroom requires

careful use of these nonverbal cues. A teacher who rolls her eyes at a student's

question sends a louder message than her careful and expert verbal response.

A disapproving stare can work wonders on a student who is off task.

Encourage Open Forums.  Students don’t just learn from sitting still. They benefit more from being allowed to participate in

classroom discussions and stating their own opinions.  Some teachers encourage students to use their own

words when explaining a particular point.  Meanwhile, others like to ask their students to arrange

themselves in a circle. This is one of the most effective communication strategies for teachers because it makes it easier for everyone to understand one another.

Forming a circle also gives off the feeling that everybody’s equal and that one’s opinion should not dominate the entire activity. 

Always Do A Recap. 

After every lesson, it is advisable for you to give a recap or to ask a student to give one. Deemed an effective communication strategy for teachers, doing recaps helps the students consolidate everything they have learned for the past hour or more into their heads. Before they leave the classroom, you’ll have ingrained the lesson into their heads.

FACTORS OF COMMUNICATION BARRIERS Anxiety If a student is anxious and unsure, they're

less likely to speak up in class. Anxiety stops students from participating in

group discussions because they don't want to be made the center of attention, and they're afraid of other people's opinions of them. Getting rid of anxiety is one of the chief ways of helping to facilitate two-way communication.

Language Language is the primary way of communicating

thoughts and ideas. If the teacher and the students don't speak the same language, this can be a major communication barrier.

If the teacher speaks English, and the students are mostly English as a Second Language students, then there will be communication problems, since the students may not understand everything the teacher says.

MANAGEMENT OF CLASSROOM DISCIPLINE

Class Management : the art of carefully preparing, presenting, disciplining and controlling activities.  

Discipline : is about teaching people appropriate behaviour and helping then become stronger or more in control of his or her emotions and being independent and responsible.

Discipline problems are listed as the major concern for most new teachers

CAUSES OF DISCIPLINE PROBLEMS IN THE CLASSROOM

Personal issues for example: anxiety depression eating disorders attention deficit disorder learning difficulties other emotional and behavioural problems.

Peers Students who are bullied by their peers are also

prone to discipline issues in the classroom. Although many students who are bullied become

withdrawn in the classroom to prevent calling attention to themselves, others act out.

Often students who bully are abused at home, leading them to lash out at their classmates. In rare cases, students lash out and attack their classmates in class or even their teacher.

Perception If your student feels you don't like him,

you're not protecting him or supportive of him, he could become a discipline problem in the classroom.

Feelings of abandonment, lack of voice and depression affect students who feel like you don't care about them.

 Lack of acceptable outlets for feelings Another source of discipline problems is the lack of

acceptable outlets for expressing feelings. Don't run. Don't fight. Don't throw food. Most teachers have rules so students know what

not to do, but we rarely teach students what to do instead.

Students need emotional, behavioral, and intellectual skills for following rules.

Attacks on dignity When a student's dignity is attacked, he will

protect himself in whatever way he can, even at the cost of his relationship with the teacher and possibly his education.

STRATEGIES TO HANDLE DISCIPLINE PROBLEMS IN CLASSROOM. Fairness is Key Students have a distinct sense of what is and

what is not fair. Teacher must act fairly for all students if you

expect to be respected. If you do not treat all students equitably, you

will be labelled as unfair, and students will not be keen to follow your rules.

Avoid Confrontations in Front of Students Whenever there is a confrontation in class

there is a winner and a loser. It is much better to deal with discipline issues

privately than cause a student to 'lose face' in front of their friends.

Keep High Expectations in Your Class Expect that your students will behave, not that

they will disrupt. Reinforce this with the way you speak to your

students. When you begin the day, tell your students your

expectations. For example, you might say, "During this whole group session, I expect you to raise your hands and be recognized before you start speaking. I also expect you to respect each other's opinions and listen to what each person has to say."

 Be Consistent If one day you ignore misbehaviors and the

next day you jump on someone for the smallest infraction, your students will quickly lose respect for you.

Your students have the right to expect you to basically be the same everyday. Moodiness is not allowed. Once your lose your student's respect, you also lose their attention and their desire to please you.

Make Rules Understandable Teachers need to be selective in your class rules. You also need to make them clear. Students should understand what is and what is

not acceptable. Teachers should make sure that the consequences

for breaking your rules are also clear and known beforehand.

CLASSROOM DISCIPLINE

ROLES OF TEACHER

ROLES OF TEACHER1. Facilitate and help remove the barrier of learning

Teachers fear that students with more control will not want to learn what the teacher wants to teach. This is Theory X type thinking.

An examination of McGregor's (1967) Theory X and Theory Y would help teachers to understand that students want to learn.

If the barriers to their learning were reduced, then students will of their own intrinsic nature will want to learn.

2. Improve the self-esteem of children

Children who have poor self-esteem are more likely to be discipline problems. (Edwards, 1994)

Kohn (1994) makes this point in an article which rebuts the positive correlation between self-esteem and achievement.

Kohn states that "it is entirely possible that children who feel good about themselves are not necessarily high-achievers or caring people - and yet, at the same time, that those who doubt their own worth are even less likely to be so" (p. 272).

3. Manage the class by settling the routine

Routine is what makes teachers successful and allow teachers the chance to teach.

The quicker the routine is established, the quicker the teacher can do the teaching.

Routines: entering the classroom, leaving the classroom, when student conversation is allowed, where books are expected to be, when students can leave their seat, and student classroom conduct.

Each teacher is different. Each teacher has to establish their own individual routines that they feel comfortable enforcing.

Teachers are responsible for managing students. Some teachers refer to this as “control.”

The most common issue that is managed with students has to do with students adhering to the routine established by the teacher or policy established by the school.

“Disciplinary” confrontations are usually minor if routine has been established and school policy is clearly stated and observed by the teacher. 

4. Motivating

The motivating role of teachers encompasses attempts to create conditions within a classroom which will energize, direct and sustain students' performance. 

In the classroom, motivation is observed as students show interest and enthusiasm, and give attention and concentration to learning tasks.

Motivation is closely related to self-concept and to personal needs. (Maslow, 1970)

CLASSROOM MANAGEMENTSTRATEGIES FOR CLASSROOM MANAGEMENT

ANNOYING CLASSROOM DISTRACTION The students and teacher should first discuss and

then write a "group" contract adopting acceptable classroom rules and procedures by the end of the first week of school.

Periodically review the rules and procedures of the classroom until the students can successfully adhere to them.

Use simple verbal reprimands when the misbehavior occurs. Make sure that they are to the point, moderate in tone, and private (e.g., "Stop talking and work on your math problems, please").

Give praise to the entire class as frequently as possible (e.g., "Thank you for working so quietly," or "I'm delighted to see you all working so well today").

Intervene as soon as possible in order to prevent the misbehavior from occurring (e.g., say "Harry, may I help you with your assignment?" when the student begins to show signs of frustration).

Use facial expressions to convey to the student that the misbehavior was not totally overlooked. Circulate around the room frequently, to avert potential behavior problems.

ARGUMENTATIVE STUDENTS Evaluate the situation that led to the

confrontation. Do not back the student into a corner. Leave

room for options. Do not make threats that cannot be carried out. Allow your emotions to cool before approaching

the student. Maintain the appearance of control at all times.

Use a clear, firm voice. Give the child an opportunity to speak his/her

piece. Allow for role-playing, doing role reversal.

BEHAVIOR PROBLEMS If possible, meet with the child and describe

in exact terms the behavior you find unacceptable in the classroom.

During the discussion, explain the reason(s) why you find the behavior unacceptable.

Be sure the child understands that it is not he/she who is unacceptable, but rather the behavior.

Let the student know exactly what will happen if the problem continues.

LACK OF MOTIVATION Do everything possible to make sure the physical needs

of the student have been met. Has he/she eaten breakfast? Had enough rest? Can he/she see the board clearly, hear clearly, etc.?

Make your classroom interesting and stimulating to the students.

Show your students that you take an interest in them. Show that you like them and that they belong in your classroom.

When developing practice worksheets, use the students' names and some things you know about them to teach a concept.

Use the concept of students' working together to encourage one another (e.g., cooperative learning groups).

DISCIPLINE PROBLEMSSuggestions to reduce discipline problems

MAKE EXPECTATIONS KNOWN The No. 1 strategy that a teacher can use to

reduce disciplinary problems is to make expectations known very early on in the class.

Most students will comply if expectations are clear. The first day of class, lead the student in a

discussion about the expectations and the rationale each for them.

It is a good idea to post the expectations in a prominent location in the classroom.

At the very least, periodically verbally review the expectations.

BE CONSISTENT Make consequences for misbehavior known

and apply those consequences consistently. Students are very in tune to inconsistencies in

classroom management and will react with inconsistent behavior.

In the absence of consistency, students quickly lose respect for the teacher, the teachers lose control of the class and the entire cycle creates chaos in the classroom.

This situation is avoided by consistently applying consequences for rules violations.

USE A SEATING CHART

If a teacher can determine which students are likely to chat with each other during class, those students can be separated.

A seating chart also allows a teacher to position students so that the transition to group or partner work can be accomplished without a major interruption or demand on class time.

GET TO KNOW YOUR STUDENTS Getting to know your students is another strategy

that will facilitate classroom management. Research indicates that knowing something

about your students and establishing a quality teacher-student relationship facilitates academic success.

If a teacher can engage a student on a personal level and can comment on extracurricular involvement, the student may see the teacher's interest as genuine care and concern in her as a person, not just as a student.

OMITTING DISTRACTIONS If you are lecturing, keep students engaged

by randomly asking them questions, or to read aloud or otherwise participate.

This can stop students from acting out or causing problems in the classroom.

If students are bored or unengaged, they may be more inclined to be disruptive or cause problems.

CREATING A POSITIVE ENVIRONMENT Positivity in the classroom will create an

environment of mutual respect between students and teachers, instead of instilling fear.

Reinforce proper, respectful behavior by students when it occurs.

With a positive and respectful environment in the classroom, students will feel less of a need to behave poorly.

SUMMARY AND CONCLUSION

The learning environment is comprised of the physical and the psychosocial aspects.

An effective teacher must be competence to create a conducive learning environment, providing rapport and a sense of belonging for the pupils to learn.

An effective teacher should be able display the following qualities: Establishing a conducive learning environment

Establishing simple direct rules and fair discipline

Displaying competencies in teaching and learning with knowledge and profound understanding of educational psychology and pedagogy

Developing well-organised, well-structured and meaningful lessons

Establishing good order and control based on good management of pupils

Building rapport with pupils

Displaying high qualities and proficiency

Conveying motivation, high expectation and positive reinforcement

REFERENCES Mok Soon Sang. (2012). Educational

Psychology and Pedagogy: Learner and Learning Environment. Selangor : Penerbitan Multimedia Sdn. Bhd.

http://solocommunication.blogspot.com/2009/10/newcombs-model.html