Blog Entry Week Seven
Description
This
week in EDAT 6114 the reading discussed how to create an effective learning
environment through classroom management, procedures, and intentional planning.
The way teachers respond to their students impacts their success and the way
the classroom environment feels.
Analysis
Slavin (2018) starts the
chapter by stating that creating an effective learning environment “ includes
strategies that teachers use to create a positive, productive classroom
experience” (p. 272). A huge part of creating an effective learning environment
is establishing classroom management strategies in order to prevent and respond
to misbehavior, use class time wisely, and establish a theme of engagement and
inquiry (Slavin, 2018). Slavin (2018) says that the best way to avoid
misbehavior is through effective instruction. In a classroom where students are
highly motivated, challenged, and activities are well structured, negative
behaviors are rare.
Time is another important concept that comes up in this
chapter. Slavin (2018) refers to time as a “limited resource” which is affected
by lunch, recess, specials, transitions, testing, and so on (p. 273). There are
two types of time: allocated time and engaged time. Allocated time is the time
in which student’s have the opportunity to learn (Slavin, 2018). Engaged time
is the time students actually spend doing work or completing tasks. There are
several ways to maximize learning time and cut down on wasted time. Slavin
(2018) recommends starting right away when students are in the room and
teaching for the entire period at a rapid pace in order to cover as much
content as possible. One way to ensure that this happens is to make sure that
routines and procedures are well explained and followed each day. Slavin (2018)
also suggests that teachers minimize time spend on discipline and avoid
interrupting instruction to redirect students.
In the case that poor behavior arises, it is important
that teachers have tools and strategies to deal with them. One step toward
eliminating negative behaviors is setting strong class rules at the beginning
of the year. Slavin (2018) says that rules should be “few in number”, fair, and
“clearly explained and deliberately taught” (p. 279). When students do
misbehave, Slavin (2018) recommends using the principle of least intervention.
There are seven steps in the principle starting with prevention. Varying
activities in class, and students being engaged in the material can prevent
negative behaviors. The next step is nonverbal cues, which avoid interruptions
and do not draw much attention to a student, while getting the point across.
Step three is praising correct behaviors, which is usually done on an
individual basis. Step four is praise for other students for a correct behavior.
Next are verbal reminders of the expected behavior, followed by repeated
reminders, and finally consequences. The key to making sure that students
behave properly is explaining rules and expectations explicitly as well as
frequent modeling and reminders. Slavin (2018) expresses that communication
between school and home can be helpful and that the use of daily behavior
reports and home-based reinforcement can be great tactics. The success of this
definitely depends on the students and their home situation. Ultimately, the
teacher needs to decide what is most important for the success of their
classroom, and must figure out what works for their specific students.
Reflection
Classroom management is one of the most difficult things to
learn as a teacher because it is ever-changing depending on the class you have.
I absolutely believe that if rules and routines are in place, and the
instruction is effective, there will not be very many negative behaviors to
deal with. Students should know your expectations from day one. I always begin
the year by asking my students what they believe are acceptable and
unacceptable behaviors in the classroom. We use those expectations to create
five rules together that are applicable all throughout the school. I found that
it was really easy for my students to remember those five rules for the
bathroom, cafeteria, playground, and so on rather than trying to keep
individual rules in minds depending on the setting. We repeat our rules often
in the first few weeks so that students know exactly what they are supposed to
be doing.
In terms of time, I really connected with Slavin (2018) saying that it is a
limited resource. I feel as though teachers are always racing against the
clock, especially when we get close to testing. It is necessary for students to
get transitions nailed down and understand that learning time is precious so
that little to no time is being wasted. I set timers each time we transition
and make sure my students know that as soon as our timer goes off, learning begins.
I have also noticed that when my students are busy and engaged, there are not
as many negative behaviors. Of course, there is no way to eliminate all negative
behaviors. When they do arise, teachers need to have a plan in place to handle
them and redirect the student. I really liked the idea of the principle of
least intervention. The steps give a positive spin on behavior intervention and
work to streamline redirection. Interruptions would be easily avoided with this
process. Slavin discussed using the family and home as a possible reinforcement
technique, which I really liked. Unfortunately, I don’t think this would be as
effective with my students since many of them are the caretakers of their
younger siblings as their parents work. Working in a low socioeconomic area, a
lot of my students do not have to opportunity to interact with their parents as
much as they would like. These parents are working very hard to make sure their
children have everything, and they are more than willing to help in any way
they can, but our communication lines between school and home would have to
improve immensely to make this work. I am looking forward to using some of
these tactics and strategies next year, and look forward to a fresh start with
a brand new group of students.
Reference
Slavin, R. E. (2018). Educational psychology:
Theory and practice (12th ed.). Boston,
MA: Pearson Education.
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