EDAT 6115 Reflection Blog #7, Chapter 11
Effective Learning Environments
Description
An effective learning environment is a classroom where the students are actively engaged in their learning, time is used productively, and misbehaviors are handled with the least amount of intervention necessary.
Analysis
The classroom environment makes a huge difference in whether or not children are learning. Effective instruction, enthusiasm, time management, rules and procedures, and managing misbehaviors are all facets of creating an effective classroom environment.
Effective instruction consists of interesting lessons that engage students, have well-planned activities, and are challenging, but not beyond the students’ abilities. When students are actively engaged and motivated, misbehaviors are fewer and more manageable. While there is a limited amount of time allotted to teach, students still lose instructional time to testing and other activities, late starts, announcements, and non-engagement. It is important that teachers use as much time as possible in instruction, moving at a fast paced, keeping the students engaged so that time is not wasted.
Classroom management also consists of the rules and procedures that teachers use to manage movement, transitions, and behavior expectations. It is vital that these rules and procedures be repeated, practiced and enforced consistently for the first weeks of school in order to establish order for the entire year. Rules and procedures should be clear and stated in a positive way. Discussing the rules with the students, allowing their input, will give them ownership over the behavior norms set for the classroom.
If the class is managed in such a way that the students remain engaged, active, and challenged, there will normally be less time for misbehaviors. The misbehaviors that do occur can usually be managed with the least intervention necessary while continuing to teach the class.
At times there are students who struggle with misbehaviors that require a behavioral analysis plan. A few weeks ago we learned about behavioral learning theories. These theories suggest that behaviors will continue if they are awarded (such as attention from the teacher or peers) and will stop if they are not rewarded (ignoring the behavior, time out, etc.). An individual behavior plan can be formed to help a student change their classroom behaviors. If the misbehaviors involve multiple students in a classroom, group contingencies are a way of rewarding the student’s for the entire group’s behavior. This type of plan uses peer pressure to help encourage the students to behave. Other strategies include family involvement, peer mediation, and school-wide programs such as PBIS (Slavin, 2018).
Reflection
We can all remember classes we attended or classes we have observed that were chaotic, wasted time, or very strict and punitive. These places were not conducive to learning. Instead they were conducive to misbehaviors, punishments, and students counting down the minutes until the bell rang for dismissal. As a child, I hated being in classes like that. I LOVED school, learning and socializing. Those classes made school torturous. One of my goals as a teacher was to teach my class in such a way that my students would also love learning, working with their peers and teacher, and look forward to coming to school. Once I started teaching, I quickly learned that classroom management was not as easy as I initially expected.
My first experience teaching was in a middle school in metro Atlanta. I had four different principals in the four years that I taught there. Faculty morale was low. I don’t remember hearing teachers discussing effective and engaging lessons. Instead, the focus was on discipline plans, strategies, punishment, and kids who were always in trouble and not following the rules. I was disheartened. I didn’t enjoy spending my day focused on discipline instead of engagement. This was a brand new experience and I attempted to model my teaching on the norms of the school. I felt tired and frustrated When I finally decided to stay at home with my children, I didn’t know if I would ever want to go back.
During my years at home I gained new experiences teaching my kids, tutoring homeschooled children, and teaching in a small classical school. I rediscovered a love of teaching, engaging my students, and watching the lightbulbs click on in their minds. In 2019 I returned to the public school system teaching ninth grade government. I entered with a more mature perspective and confidence in myself. The school was drastically different - the faculty focus was positive and on excellence for all students. My lessons were engaging, active, and my style was passionate and enthusiastic. The students responded well. During SOAR periods, when the students had the freedom to choose a class to attend, many of them chose my class. I would have 50 students packed in my classroom, eager to review government lessons with games and activities. During regular class periods I don’t let up for a minute. We ALL stay busy until the bell rings. I don’t sit at my desk, but walk around while teaching and monitoring their activities. I have found that with a look, standing near them, or a hand on their shoulder is the BEST way to diffuse small misbehaviors. The kids know that I like them, respect them, see them, and want to hear their opinions. The classroom environment is positive and they feel valued. When the final bell from the school day rings, I am exhausted. It’s not easy to be engaging, enthusiastic, and aware all day, but it is what makes learning enjoyable and effective.
Last year, I did not have any students who did not respond to the least intervention techniques. However, I know that this year or in subsequent years, it is likely that I will get students who are more of a challenge behaviorally. I appreciate the strategies listed in the book about group contingencies, family involvement, peer mediation, and school-wide programs. My school is in the beginning phases of implementing PBIS and I am looking forward to using a positive behavioral system that is enforced throughout the school.
References
Slavin, R.E. (2018). Educational Psychology: Theory and Practice (12th ed.). Boston, MA: Pearson Education
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