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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
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