Chapter 13: Creating a Setting Conductive to Learning

 It goes without saying that there are numerous components in the learning process. Among others, the environment where the instruction takes place has a prominent place. An effective teacher always strives to assure that her classroom is an effective classroom where learners are constantly engaged in productive learning. 

First of all, I like my room to be physically set in a way that allows me to see all my students from different angles as I move in different directions, and to easily interact with them, as well. Moreover, I attempt to minimize the distractions to keep the students engage.

Regarding students’ behavior, I set a list of expectations and rules to ensure a safe and enjoyable atmosphere for every learner and also for me. They all know my high standards and what I expect from them. However, I share with them my promises as a teacher, who is there to serve and help them. I usually call the classroom, our kingdom.

Concerning planed instruction, I make sure to keep my students active from bell to bell. I plan a variety of activities to hold them on-task the whole period with intermittent breaks of few seconds. With that said, flexibility remains a key word in education field.

I believe a learning environment that is conducive to learning is the result of a combination of teacher determination and effort to assure the best atmosphere to his/ her students, so they can learn, grow, and flourish. Therefore, It is a subtle balance between consistency and leniency.  

High School Case of Study 

My first reaction to students’ misbehavior is usually a simple look and a moment of silence. I take few seconds to think, calm down, and find the best way to outcome the situation. Then I look directly on the eyes of the troublemaker (s) and show my disapproval of such a behavior without talking.

If the misconduct continues, I utter a general warning about the transgression of a specific rule of our class. And move on immediately without interrupting the instruction or change any of my class plans.

If the condition persists, I call the name of the responsible student (actually irresponsible since he is misbehaving) and ask him or her to stay with me after class.

After class, when it is only the student and myself, I first inquire about the reason for which he/ she is with me. I try to sensitize first, and then ask for the reasons behind the inappropriate behavior.

I take a promise from the student if this happen again, I will write him/ her. We both sign a dated warning form documenting the incident, which I keep in the student’s folder.

My classroom management plan is designed to hold misbehaving students accountable, the consequences are clearly defined within. The students are expected to know the rules and the effects of their violation.

Chapter 13

It is time to restate the class rules and procedures and to make adjustments as necessary. The class belongs to the students therefore the first step is to have a class meeting to rehash the class agreement and make changes as necesary. It would be unfair to change things without involving the students. If the rules that are in place are not working, obviously there needs to be change or the students can redirect their efforts to follow the rules. At this point it's their choice. If the situation does not improve after the meeting they lose their choice and it becomes mine.

I would have a meeting with the disruptive students. If they have been punished under the old rules with no results I would provide a deterrent to their behavior such as doubling the punishment to get then refoused on the class and offf themselves.

I would be outside my door each day before class begins. I would greet and compliment students as they entered the room. I would arrange the seating to sperate the three boys, trying to move them clase to me but still apart from one another.

I would revisit my lesson plans. It would seem an appropriate time to so more hands-on activities, but I would also take some tie to discuss graduation and its importance. Cell phones would not be allowed to be on display in the room. Paper and pencil would be on display only when in use of the lesson.

If I have been consist in applying the school and class rules consistent in applying the school and class rules, the student should come back into line.If they do not they have lost the privilage of owning their class. At this point I would become more of a dictator in order to protect those students who still want to learn. As on the highway, speeding fines double in a construction zone. So to would punishment for misbehavior in a learning zone.

If the three boys still refer to behave, I would make calls to the parents. If there still is a problem, I would involve an administrator and schedule individual meeting with the parent and child with an administrator.

Ch. 11

Based on the population of students that I have, I would probably say that humanism and social/cognitive and cognitive theories are most used in my classroom.
I feel that I have developed a positive and constructive working environment where students struggle to find their own answers and solutions but also know that they have my support to fall back on.  I never answer a question directly but rather ask other questions and give only subtle prompts so that students are able to come to solutions on their own.  In this way, they learn to troubleshoot, slowly getting problems correct and relying less and less on my prompting.  They realize their potential and oftentimes, go above and beyond in projects and assignments because they know that they can.

I also try to give my students some control over assignments and parameters...even classroom rules.  If they feel like they have some ownership over what they do and how they are regulated (and reprimanded), I find that they are more academically invested and apt to start, work diligently and accomplish a task.  Students are determined to engage in activities and be successful when they have helped to determine what it is they need to do.

I had each of my classes develop a set of consequences when rules are broken.  Already this year, when a reprimand was handed down, I was able to refer to the consequences that THEY constructed, not me, and there was less complaint.  It is my hope that because they perceive some self-ownership of these consequences, they will be less likely to break the rules.

Chapter 11

It seems impossible to choose one or even two theories among the theoretical approaches to the study of motivation. As a high school teacher, I see myself combining all the theories to motivate my students and encourage them to achieve higher and perform better. At some extinct the choice between a theory and another is dictated by the diverse special needs of every student and also by the nature of the ongoing task.

By emphasizing on the role of enduring characteristics and personality in motivation, the trait theory gives a clear explanation to how learners differ in their attitude toward an unusual experience or a social situation.

According to the Behaviorist Perspective, learners’ motivation is guided by possibility of reinforcing outcomes. Thus the lack of something may drive the person to engage in a behavior susceptible to fulfill the need.

The role of goals, expectations, and self-efficacy, in the social cognitive perspective is legit and founded in classroom setting.

Among many of learners’ need I believe arousal is one of the principal that should be fulfilled in order to see palpable results in their learning process and knowledge growth.

Students’ motivation is an ultimate goal of every teacher, and if the intrinsic motivation is not enough to drive them; it’s up to teachers to find the appropriate ways, according to theories and practices, to motivate students and assist them to reach their full potential.

Dan Pink on Motivation

This is really an awesome video on motivation...very entertaining and hits on a difficult concept (one we discussed in class): rewards. http://www.ted.com/talks/dan_pink_on_motivation.html

Chapter 13

First, I would like to start creating my ideal learning environment by redesigning my classroom in a warm, safe, organized, and pleasant room.  I consider very important the physical environment where classes are given.  I strongly believe that if classes are developed in a warm place (a place that invites to stay) then student will tempt to be more comfortable and engaged in the learning process.  At the same time, it would be a place that facilitates the interaction between students and teacher.  Second, I would establish, together with students, the expectations and standards for everyone behavior since the beginning if school year.  It would involve discussion and explanation about why some behaviors are acceptable and others are not, giving them the opportunity to be part of the “setting rule” process, at the same time, setting precedent of how open I can be with them expressing their own opinions.  I would make sure to letting them know that they can count with me, that I will be there for them no matters what issue worries them, and without judgment.  I consider also very important the constant reinforce of caring and respect of the other throughout the school year, and as I said in class, if a teacher-student relationship start bad, I would try to enrich it by knowing more about that student and showing my respect as a person for him/her.  Overall, know my students the best that I can, because it will help me to understand some of their reactions and behaviors and be a better supporter for them.  I would involve students in management behavior by teaching them to ask the disruptive student to respect their time of learning.  Third, planning…. Oh! planning… I think it is the most important part of keeping my students engaged and enjoying learning.  Idealistic I would like to have activities that they enjoy doing it daily, but requires an enormous amount of time and experience that I currently need… but I will keep trying.  I personally think that setting a good routine plus using creative and enjoyable activities (using differentiate instruction when required) help student be on task for prolonged period of time and avoid misbehavior.  Fourth, create a two way parent–teacher communication.  It would help me to know better students background, at the same time, I can have parent supports in their kids’ education.  Finally, be constant with students and make them feel everyone is equal to your eyes; it would avoid inappropriate feeling in between students.

High School Case of Study:

It seems that my senior students’ class is out of control and establishing new rules and classroom procedures is a priority for me in order to get the class back on task.  My first approach to manage the situation would be to observe and collect data about possible events that could drive students’ misbehavior.  Then, I would start a conversation with the whole class remaining them what were our expectations at the beginning of the school year, and what is happening now.  I would point out some of my observations and encourage them to express their opinions and ideas. I would also express my concern on the consequence of misbehavior and lower grades upon graduation and I would offer my help for everyone, making sure they know I care about their success.  After making clear some important points, I would propose to establish, together with the student, new rules and procedures for the rest of the school year, giving them the “responsibility of making the rules” (even when I am supervising them) and making them feel that know it is up to them to graduate, because in a very short time they will be by their own and nobody will be behind them.  After that, I would call each parent letting them know about our situation and the actions that we, as a class, are taking to remediate behavior, so they are informed on their kids’ risk and progress.  It would be a second front of help for me to redirect the class management and implant my intervention plan.  Finally, I would research the possibility of implement the Restorative Discipline tool in my school, since it seems very effective in communities like the one I am currently working, to help students control themselves improving their behaviors and achievements.

Chapter 13- Gabrielle Ambrose- ED PSYCH 401

To create a learning environment that is conducive to learning, I would first like to rearrange the furniture in the classroom so that students will be encouraged to interact with each other when appropriate. Next, I would like to make general rules for the classroom. The rules will be thought of by me and also by the students. By having the students participate in making the rules for the classroom, they will all equally feel involved in managing the attitude of the classroom and the classroom schedule. I also would like to explain to students that they should feel free to express their opinions when we have group discussions during class and also during one on one discussions with me as long as they do not break any of the class rules. Respect should be of the utmost importance in the classroom and should be stressed during discussions and class time. Keeping data on my students is also very important. By keeping data on my students’ behavior, I can prevent behavior problems before they even begin. I want assess students and their progress throughout the school year to determine whether I need to change my methods of instruction. I will modify my instruction if needed. Lastly, I will need to develop and maintain healthy, respectful, trusting and friendly relationships with my students and their parents. By doing this, parents will always be aware of where their child stands in the classroom and the student will also know this information.

I have chosen the Elementary Education Case Study. It seems that Lisa has a tough time focusing on class work and staying on task. There are many steps that need to be taken to decrease and stop this behavior. Being a future special educator, the first step I would take in intervening with Lisa’s behavior issue presented in this case study would be to collect data on the students’ behavior. By collecting data on Lisa and her group members, I can determine whether the behavior issue is Lisa or her group members. Collecting data will also help me to decipher whether Lisa does this specific behavior at certain times during the school day; for example, she may be trying to get out of doing an assignment or participating in a particular academic subject. Next, it would be a good idea to conduct a Positive behavioral support (PBS). This will assist in determining why the negative behavior is occurring- whether Lisa or the students at her table are trying to escape, make a demand, self-stimulate or get attention. By knowing why the behavior is occurring, this can help me, the student and the parents to come up with an intervention plan. Lastly, I would like to sit down with Lisa’s parents to discuss a proper intervention plan. During this meeting, I would discuss reinforcers and punishers that will work to decrease Lisa’s inappropriate behavior.    

This link describes PBS and Classroom Management strategies:

http://www.youtube.com/watch?v=h0Y1W99h0T0