#6 Effective Learning Environments

 

Description

An effective learning environment has engaging lessons, on-task activities, motivated students, and uses time well (Slavin, 2018). A teacher will seek to maintain the flow of a lesson when misbehavior or interruptions occur, in an effective learning environment, by using strategies that are the least invasive but yield positive results.

 

Analysis

In an effective learning environment, the teacher can control engaged time/time on task. It is not always better to have more time if the allotted time is not used effectively (Slavin, 2018). To prevent lost time, school should be used for learning with a sense of getting down to business. Starting on time will set the tone for the class, and it is important to go to the end (Slavin, 2018). Preventing interruptions can keep the momentum of the lesson going, so postpone routine procedures during breaks or use student power (Slavin, 2018). Using nonverbal cues to correct misbehavior is best, such as a look, proximity, or a hand signal.

 

To use engaged time effectively, teachers should plan engaging lessons that are varied, flow at a rapid pace, limit seat work, and have well structured cooperative groups (Slavin, 2018).  Transitions can invite misbehavior, so give a clear signal, make sure students know what they should do, and make transitions for the whole group (Slavin, 2018). To maintain focus, the classroom should be organized, and the teacher should use questioning to encourage focus (Slavin, 2018). A teacher should avoid activities that require most students to act as spectators and circulate around the room to keep students focused (Slavin, 2018). In a student-centered classroom, students should be involved in creating or coming up with examples of classroom norms (Slavin, 2018). Some practices that contribute to effective classroom management is starting the year off right by establishing a warm, welcome environment and spending the time needed to teach and practice rules and procedures (Slavin, 2018). Using fun activities at first can create a positive environment while teaching rules and procedures, as well as responding immediately to misbehavior (Slavin, 2018). Class rules should be few, fair, and clear (Slavin, 2018).

 

There are strategies that help manage misbehavior to help students be successful and competent learners while feeling accepted and supported (Slavin, 2018). The principle of least intervention focuses on finding the simplest intervention that works effectively and does not disrupt the lesson (Slavin, 2018). Prevention of misbehavior starts with well planned, enthusiastic, varied, engaging, and cooperative lessons. Larger assignments can be broken down to minimize frustration and non-verbal cues can used to avoid disrupting the class/lesson (Slavin, 2018). Praising behavior that is desired/expected, verbal reminders (if nonverbal did not work), repeated reminders if necessary, and applying consequences are all strategies that help manage misbehavior (Slavin, 2018). When applying consequences, they should be brief, somewhat unpleasant, and the student should be welcomed back into the group with a clean slate (Slavin, 2018).

 

Serious behavior problems can develop when student misbehavior is reinforced by the teacher or peers and it is important to figure out which reinforcer it is (Slavin, 2018). Teachers can ignore behavior if the reward that is sought is teacher attention, but this will not work if the reward is to improve student’s standing among peers. For teacher reinforcement, teachers can praise the desired behavior. Peer reinforcement can be tricky, it is best to remove the student from the class or use group contingencies that are based upon everyone’s positive behavior (Slavin, 2018). Identify reinforcers and behavior to set a base line for comparison after strategies have been implemented. The most frequent behavior should be the first target if there is more than one misbehavior (Slavin, 2018). Find a reinforcer that can be consistently applied such as praise or stamps on papers (Slavin, 2018). Punishers, if too harsh, can cause resentment and should be the last option, although an effective punisher is time out (Slavin, 2018).

 

Some behavior programs that minimize misbehaviors and/or more severe behaviors are home-based reinforcement, daily report cards, and group contingency programs. Home-based reinforcement gets the parents involved, and teachers should explain parent expectations thoroughly for effectiveness (Slavin, 2018). Parents reward positive behavior at home, and it has the potential to improve parent/child relationships (Slavin, 2018). Another effective program is daily report cards, the student is responsible to get the card filled out each day/class period to get a reward. Group contingency programs target groups, so the entire group must exhibit the desired behavior for the group to get the reward (Slavin, 2018). This is a great strategy for peer reinforcement of positive behavior. It is important not to overcontrol students because school is for learning not social control (Slavin, 2018, p. 290).

 

It is best to seek to prevent behavior problems by creating a prosocial environment, giving students opportunities to lead, having participatory classrooms, and improving academic achievement (Slavin, 2018, p. 291). Some misbehavior is more desirable to students because of the peer influence and status they receive (Slavin, 2018). Strategies to overcome peer pressure in the classroom are to begin with classroom management, have an SEL program, involve parents, have peer mediation, and confront bullying (Slavin, 2018). Schools, parent, educators, and students can all work together to set an atmosphere that discourages bullying by educating about the negative effects, developing an anti-bullying policy, providing SEL training, monitoring students, establishing consequences, and engaging parents. Misbehavior and more severe behavior have consequences but should take the whole child into account (Slavin, 2018).

 

Reflection

I was just mentioning today that I wish I had read this chapter before I started teaching because I made so many errors in my classroom management. I have always been organized and looked to create engaging lessons. I felt very confident in lesson planning but felt very vulnerable in my classroom management. My first two years, I pushed into classrooms as an EIP teacher, so I just followed the rules and procedures of the homeroom teacher. This allowed me to see many different styles, but I never had to spend a day with one class, so I did not see the strengths or weaknesses of each teacher’s style. When I taught my first class, I really thought students would behave well because I was enthusiastic and well prepared. I did not realize that I was reinforcing misbehavior by addressing everything that happened. I did not gauge what the students were looking for as they misbehaved, teacher or peer reinforcement. This is a game changer. I plan to pay attention, so I can change my strategies for classroom management.

 

I plan to get to the business of learning by utilizing my allotted time more and work on preventing misbehaviors. I plan to spend more time at the beginning of the year setting the tone of the class with rules and procedure and take as much time as I need to teach and practice expectations. I plan to use a variety of teaching methods to keep the classroom fresh and engaging. I want to be very selective in what are non-negotiable behaviors and I want to get my students and parents involved. I plan to have students brainstorm examples for the class rules, so they know exactly what is expected. I want to keep disruptions at a minimum so I can maintain the flow/pace of the lesson.

 

My biggest issue with misbehavior is the peer reinforced behavior, I now know what is likely to reduce this, group contingency programs. I want the group to positively pressure all members to behave well for rewards/points. I will combine this with student teams-achievement dividends (STAD) to encourage group to help one another achieve academically and socially. This is my game changer! I still plan to have SEL time with my students to build relationships of trust and understand my students and their motivation and backgrounds.

 

When I need to give consequences or address repeated misbehavior, I plan to use home-based reinforcement. I want my parents to be on board with what is going on at school, because I believe most students are acting out of frustration, loneliness, or lack of attention. I want any consequence I use to be short lived and my students to know they can always come back with clean slate.

References

Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). Boston, MA: Pearson Education.

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