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EDPE 300 (25)
Chapter 11

Chapter 11

5 Pages

Ed Psych & Couns (Psychology)
Course Code
EDPE 300
Camelia Birlean

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EDPE 300 – Educational Psychology – C. Birlean Fall 2012 11: CREATING AND MAINTAINING A PRODUCTIVE CLASSROOM ENVIRONMENT Creating an Environment Conducive to Learning  activity & noise levels not good indicators of how much students are learning  classroom management: establishing and maintaining a classroom environment conducive to learning and achievement  physically arrange classroom o facilitate teacher student interaction  arrange tables so you can easily interact with every student  students near teacher more likely to pay attention, interact with teacher & become actively involved in classroom activities o minimize distractions  establish traffic patterns  keep intriguing materials out of sight & reach  situate overly chatty friends on opposite sides of the room o survey the entire class  should be able to see all of your students  survey classroom for signs of confusion, frustration, boredom, etc.  create an effective classroom climate o classroom climate: psychological atmosphere of the classroom o showing acceptance, respect and caring  need for relatedness (socially connected) different in everyone  high need for affiliation vs. high need for approval  effective teachers are warm, caring, communicate respect/acceptance/concern to students  students will have higher self efficacy, find subject matter more interesting/enjoyable, more likely to ask for help, less likely to cheat, more likely to achieve at higher levels when sense teachers care o giving students a sense of control  give advance notice of upcoming activities & assignments  create regular routines for accomplishing assignments  allow students to set own deadlines  provide opportunities to make choices about how to complete assignments or spend class time  control promotes self determination, self regulation & intrinsic motivation o creating a sense of community  competition among groups can be productive if groups have equal chance of success & if final outcome determined more by student effort than by intelligence  competitive classroom environments typically counterproductive  focus on performance goals, not mastery goals  most students become losers not winners  self efficacy decreases, intrinsic motivation undermined  attribute failures to lack of ability EDPE 300 – Educational Psychology – C. Birlean Fall 2012  more productive in cooperation, not competition  sense of community: widely shared feeling that teacher & students have common goals, are mutually respectful & supportive of one another’s efforts & believe that everyone makes an important contribution to classroom learning  make frequent use of interactive & collaborative teaching strategies  solicit students’ ideas/opinions & incorporate them into discussions/activities  provide opportunities for students to help one another  work on social skills with students who interpersonal behaviours may alienate others  provide public recognition of students’ contributions to overall success of classroom  convey message all students deserve respect & are important members of class  more likely to exhibit prosocial behaviour, stay on task, express enthusiasm about classroom activities, achieve at high levels, associated with lower rates of emotional distress, disruptive classroom behaviour, truancy, violence, drug use, dropping out  set limits o promotes productive learning environment & contributes to socialization of students o establish initial rules and produces  identify acceptable & unacceptable behaviours  develop consistent procedures, routines & procedures for nonroutines  students should understand they’re designed to help classroom  include students in decision making  communicate rules clearly & explicitly & enforce them consistently  describe consequences  easier to remember when simple & few in number  too much order can make classroom boring  effective to make new rules as they come up o reviewing existing rules and procedures  okay to revise rules  provide opportunities for students to revise them  advancement in moral reasoning may result  plan activities that keep students on task o plan activities that facilitate learning/cognitive processes & motivate students to want to learn o keep students busy & engaged  have something specific for students to do each day  have materials organized & equipment set up before class  have activities that ensure all students’ involvement & participation  maintain brisk pace throughout each lesson  have system in place ensuring students who finished assigned task have something else to do o choosing tasks at an appropriate level  begin school year with relatively easy tasks for students  once supportive classroom climate established & students comfortable with classroom procedures, gradually introduce more difficult/challenging tasks  take similar approach when introducing new instructional strategy o providing structure EDPE 300 – Educational Psychology – C. Birlean Fall 2012  off task behaviour occurs when activities are loosely structured  don’t want only lower level thinking, want to promote high level processes too o planning for transitions  misbehaviours most likely when changing subjects or classrooms  establish a procedure that students follow every day to transition to next activity
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