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Creating a Productive Creating a Productive Learning EnvironmentLearning Environment
Chapter FourteenEducational Psychology: Developing
Learners 6th edition
Jeanne Ellis Ormrod
Environments Conducive Environments Conducive to Learningto Learning
A well-managed classroom is one in which students are consistently engaged in productive learning.
Effective classrooms are the result of effective classroom management.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Effective Classroom ManagementEffective Classroom Management
Teachers with effective classroom management skills:◦Physically arrange the classroom in a way that
minimizes distractions and facilitates teacher-student interaction
◦Create a climate in which students feel they belong and are intrinsically motivated to learn
◦Set reasonable limits for behavior◦Plan activities that encourage on-task behavior ◦Continually monitor what students are doing◦Modify instructional strategies when necessary
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Arranging the ClassroomArranging the Classroom
Minimize distractions
Facilitate teacher-student interaction◦Students seated closer to the teacher pay more
attention and are more interactive.
Survey the entire class◦Check for signs of boredom, frustration, etc.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
The Classroom ClimateThe Classroom Climate
The climate is the overall psychological atmosphere of the classroom.◦Students should feel safe and secure.◦Students should believe learning is a high
priority.◦Students should be willing to take risks and
make mistakes.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Strategies for Creating an Strategies for Creating an Effective Classroom Climate Effective Classroom Climate
Form and maintain a productive relationship with every student◦Be well prepared for class◦Demonstrate that you enjoy teaching◦Communicate high but realistic expectations for
student performance◦Include students in decision making and in
evaluation of their work◦Acknowledge that everyone has an “off” day
now and then
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Strategies for Creating an Strategies for Creating an Effective Classroom ClimateEffective Classroom Climate
Establish a businesslike yet nonthreatening atmosphere
Communicate appropriate messages about subject matter
Give students a sense of control
Promote a sense of community and belonging
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Setting LimitsSetting Limits
Chaos reigns in classrooms without guidelines for appropriate behavior.
Setting reasonable limits promotes productive behavior and contributes to students’ socialization.
How can you set useful and reasonable limits?◦ Establish initial rules and procedures◦ Present rules and procedures in an informational
rather than controlling manner◦ Periodically review existing rules and procedures◦ Acknowledge students’ feelings about classroom
requirements◦ Enforce rules consistently and fairly
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Keeping Students on TaskKeeping Students on Task
Effective teachers keep students on task by:◦Keeping students productively engaged and on
task◦Choosing developmentally appropriate tasks◦Providing structure and support so students
know exactly what they need to do◦Adequately planning for transitions
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
““Withit” TeachersWithit” Teachers
“Withit” teachers know what students are doing at all times in the classroom.
They regularly scan the classroom for misbehaviors.
They make regular eye contact with students.
They know when, and often why, misbehaviors occur.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
How “Expert” Teachers How “Expert” Teachers Manage the ClassroomManage the Classroom
Rather than focusing on what students are doing wrong, expert teachers:◦Modify their instructional strategies so that
students are more productive◦Ask, “How can I better capture students’
interest and excitement? Are my students bored?”
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Dealing with MisbehaviorsDealing with Misbehaviors
Misbehavior is any action that has the potential to disrupt students’ learning and planned classroom activities.
Teachers should plan ahead, as much as possible, when considering how to deal with misbehaviors.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Helpful Strategies for Dealing Helpful Strategies for Dealing with Misbehaviorwith Misbehavior
Ignore the behaviorCue the student by using a signal that indicates
the desired behaviorDiscuss the problem privately with the studentTeach self-regulation strategiesUse behaviorist approaches, such as applying
extinction and/or reinforcing an incompatible behavior
Use a combination of cognitive and behavioral techniques
Confer with parents
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Aggression and Violence at SchoolAggression and Violence at School
Aggression is more likely at school and in places with minimal supervision than any other place.
Most aggression at school involves psychological harm, minor physical injury, and destruction of property.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
The Roots of Aggression The Roots of Aggression and Violenceand Violence
Lack of perspective-takingMisinterpretation of social cuesPoor social problem-solving skillsPoor home or neighborhood environmentBelief that aggression is an appropriate
way of resolving conflicts
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Early Warning Signs of Early Warning Signs of Violent BehaviorViolent Behavior
Social withdrawal Excessive feelings of
isolation, rejection, or persecution
Rapid decline in academic performance
Poor coping skills and lack of anger control
Inappropriate role models
Excessive alcohol or drug use
Sense of superiority Lengthy grudges Violent themes in
drawings and written work
Intolerance of differences
History of violence Inappropriate access to
firearms Threats of violence
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Preventing School ViolencePreventing School Violence
Create a schoolwide environment that minimizes the potential for aggression and violence
Intervene early for students at riskProvide intensive intervention for students
in trouble
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Recommended Strategies to Recommended Strategies to Combat Gang-Related HostilitiesCombat Gang-Related Hostilities
Develop, communicate, and enforce clear-cut policies regarding potential threats to school safetyIdentify the specific nature and scope of gang activity Forbid symbols that signify membership in a particular gangActively mediate between-gang and within-gang disputes
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Taking Student Diversity Taking Student Diversity into Accountinto Account
Some students from lower SES backgrounds are exposed to violence almost daily.◦Their classroom should feel affectionate, safe,
and orderly.
Remember that some “misbehaviors” may be culturally dictated.◦Inappropriate behaviors in one culture may be
appropriate in another culture.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Working with Other Faculty Working with Other Faculty MembersMembers
Communicate and collaborate regularlyForm common goals regarding students’
learningEstablish a shared set of strategies for
encouraging productive student behaviorCommit to promoting equality and
multicultural sensitivity throughout the school community
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Working with ParentsWorking with Parents
Recognize the important role parents play in students’ lives
Communicate on a regular basis ◦Share students’ progress◦Coordinate efforts to increase the likelihood of
success◦Avoid blaming parents for students’ behaviors
or shortcomings
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458
All rights reserved.