Chapter 10: Classroom Management: Creating Productive Learning Environments
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CHAPTER 10: CLASSROOM MANAGEMENT:
CREATING PRODUCTIVE LEARNING ENVIRONMENTS
CHAPTER OVERVIEW
This chapter begins by describing the essential components of a productive learning environment and then
turns to the processes involved in creating this type of environment in classrooms. The chapter continues by
discussing the importance of communicating with parents, and in its final section makes suggestions for
intervening in cases of student misbehavior when they inevitably occur.
CHAPTER LEARNING OUTCOMES
2. Identify the processes involved in creating a productive learning environment.
InTASC Core Teaching Standard 3, Learning Environments.
4. Describe how effective teachers intervene when misbehavior occurs.
InTASC Core Teaching Standard 3, Learning Environments.
.
POWERPOINT SLIDES
PPT 10.1 Learning, Motivation, and Classroom Management (2 slides)
PPT 10.3 Goals of Classroom Management (2 slides)
PPT 10.5 Maximizing Time and Opportunity for Learning
PPT 10.7 Communicating Caring (3 slides)
PPT 10.9 Preventing Classroom Management Problems (4 slides)
PPT 10.11 Analyzing Rules (2 slides)
PPT 10.13 Helping Students Understand Our Interventions (3 slides)
PPT 10.15 Responding to Defiance, Fighting, and Bullying (3 slides)
PPT 10.16 Reflecting on Classroom Management (2 slides)
Chapter 10: Classroom Management: Creating Productive Learning Environments
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CHAPTER OUTLINE
I. What Is a Productive Learning Environment?
A. Why Classroom Management Is So Important
B. Goals of Classroom Management
2. Creating a Community of Learners
4. Maximizing Time and Opportunities for Learning
II. Creating a Productive Learning Environment
A. Communicating Caring
1. Showing Them That We Care
1. Developmental Differences in Students
2. Creating Procedures and Rules
D. Teaching Effectively
Urban Education: Effective Classroom Management in Urban Environments
Caring and Supportive Teachers
Clear Standards for Acceptable Behavior
Effective Teaching
III. Involving Parents
A. Benefits of Parental Involvement
B. Strategies for Involving Parents
2. Involving Minority Parents
Technology and Teaching: Using Technology to Communicate with Parents
IV. Intervening When Misbehavior Occurs
A. Intervening Effectively
1. Emotional Factors in Interventions
2. Helping Students Understand Our Interventions
a. Demonstrate Withitness and Overlapping
Use of Punishment in Classroom Management
B. Serious Management Problems: Violence and Aggression
2. Responding to Fighting
3. Responding to Bullying
Diversity: Adapting Classroom Management to Diverse Populations
Diversity and You: Teaching in Challenging Classrooms
Chapter 10: Classroom Management: Creating Productive Learning Environments
PRESENTATION OUTLINE
I. What Is a Productive Learning Environment?
A. Why Classroom Management Is So Important
B. Goals of Classroom Management
2. Creating a Community of Learners
4. Maximizing Time and Opportunities for Learning
Teaching Suggestions:
What is a Productive Learning Environment?
promoting learning:
1. Introduce your discussion Learning, Motivation, and
2. The feedback on the second slide indicates that each statement is false. Have your students offer
explanations for the fact that each is a false statement.
3. Productive Learning Environments and have your students attempt to define
4. Have them respond to the question about discipline on the second slide. In an ideal world
5. Goals of Classroom Management
7. Maximizing Time and Opportunity for Learning own
class as a model to illustrate each of the types of time. This will help your students understand
why you start your classes on time and try to involve them in your learning activities.
Point out that increasing each of the types of time is correlated with increases in student
learning, and the correlation gets stronger as you move from allocated to instructional time,
from instructional time to engaged time, and from engaged time to academic learning time. [In
other words, an increase in engaged time, for example, is more strongly correlated with learning
than is a similar increase in instructional time.]
II. Creating a Productive Learning Environment
A. Communicating Caring
Chapter 10: Classroom Management: Creating Productive Learning Environments
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C. Preventing Problems Through Planning
D. Teaching Effectively
Urban Education: Effective Classroom Management in Urban Environments
Caring and Supportive Teachers
Clear Standards for Acceptable Behavior
Effective Teaching
Teaching Suggestions:
Creating a Productive Learning Environment
learning environments:
1. Creating Productive Learning Environments four elements displayed on
2. You might introduce the idea of caring teachers by asking your students what they first react to
when they meet someone for the first time. After thinking about it for a moment, they will realize
al
3. Communicating Caring and discuss the
question at the top of the first slide.
4. Organizing our Classrooms,
organized as possible.
5. To help your students understand the importance of: 1) eliminating dead time when
management problems are most likely to occur, 2) creating well–established routines, and 3)
teaching effectively, display PPT 10.9 Preventing Classroom Management Problems
them respond to the directions on the second slide.
6. To help your students understand the processes involved in creating effective rules and
8. To summarize this section and provide your students with a real-world application of
establishing rules and procedures show the video episode Establishing Rules and Proce
Establishing Rules and Procedures:
PPT 10.10.
For example:
9. To provide your students with some additional practice in analyzing rules, display PPT 10.11
and have them respond to the questions on the slides.
III. Involving Parents
A. Benefits of Parental Involvement
B. Strategies for Involving Parents
1. Economic, Cultural, and Language Barriers to Communicating with Parents
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Teaching Suggestions:
Creating Productive Learning Environments: Involving Parents
-school partnership in
promoting as much learning as possible in students:
1. Introduce the section by pointing out that research indicates that parental involvement is
2. Have them discuss ways to promote parental involvement.
3. Because they will likely anticipate their first parent-teacher conference with some trepidation,
show the video episode, –
Parent-Teacher Conference:
In this 3 minute 54 second video episode a middle-school teacher team meets with a parent to discuss
IV. Intervening When Misbehavior Occurs
A. Intervening Effectively
1. Emotional Factors in Interventions
2. Helping Students Understand Our Interventions
a. Demonstrate Withitness and Overlapping
B. Serious Management Problems: Violence and Aggression
1. Responding to Defiant Students
3. Responding to Bullying
Diversity: Adapting Classroom Management to Diverse Populations
Diversity and You: Teaching in Challenging Classrooms
Teaching Suggestions:
Intervening When Misbehavior Occurs
when misbehavior
inevitably occurs:
1. Introduce the discussion of interventions by reminding your students that we are all emotional
beings, and emotions are important both in learning and in our daily living.
2. Display PPT 10.12 and have your students respond to the
questions on the slides.
3. To help your students understand the conceptual framework for effective interventions, ask
them to think about and identify our most important cognitive need. After some discussion and
guidance, they will likely conclude that it is making sense of their experiences.
4. With this idea in mind, display PPT 10.13 Helping Students Understand Our Interventions
provides a conceptual framework for intervening when necessary.
5. As a form of review, refer your students to the handout [or again display PPT 10.9 Preventing
6. Then display PPT 10.14 Intervening Effectively read the vignette on the first slide
and respond to the directive on the second slide. Discuss their responses.
As with the first vignette involving Judy Harris and her students, this one includes a
considerable amount of information, so again, you might want to duplicate it and give it to them
as a handout. [This is related to the vignette we suggested that you use in Chapter 1 to illustrate
examine the vignette through the lens of classroom management in this case.]
It appears below.
7. When you introduce the discussion of responding to serious management problems, remind your
students that these incidents, such as news-making cases of school shootings, are actually very
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9. To summarize the chapter Reflecting on Classroom Mana and have
your students discuss the questions on the two slides.
SUGGESTED STUDENT PORTFOLIO ACTIVITIES
Portfolio Activity 10.1 is included at the end of the chapter. The following are additional suggested
portfolio activities.
Portfolio Activity 10.2: Classroom Rules and Procedures
InTASC Core Teaching Standard 3: Learning Environments
The purpose of this activity is to encourage you to begin thinking about classroom rules and
procedures and how they will help you create a productive learning environment in your classroom. On
the basis of the content in this chapter, interviews with teachers, other texts, and classroom discussion,
what rules and procedures will you implement in your classroom? How do they reflect the specific age
grou
Portfolio Activity 10.3: Developing Responsibility in Your Students
InTASC Core Teaching Standard 1: Learner Development
The purpose of this activity is to help you begin thinking about your role in developing responsibility
about the different ways that teachers can develop responsibility in students at this stage of
development. Consider both instructional strategies and management strategies. What specific things
could you do to develop responsibility in your students? How would these suggestions change for
different groups of students that were either older or younger?
Summarize your ideas in a one or two page paper that you can refer to in the future.
Portfolio Activity 10.4: Parental Involvement and Classroom Management
InTASC Core Teaching Standard 10: Leadership and Collaboration
The purpose of this activity is to help you to begin thinking about how you will involve parents in their
Chapter 10: Classroom Management: Creating Productive Learning Environments
GOING INTO SCHOOLS
Many Introduction to Education courses include a field component.
includes this component.
1. Analyzing Different Dimensions of Time in a Classroom
The purpose of this exercise is to provide you with some concrete classroom examples of the different
dimensions of classroom time discussed in this chapter. Observe a lesson at a grade level or in a
content area in which you plan to teach. Begin your observation as soon as the class is scheduled to
begin. (For example, if an elementary teacher schedules math to begin at 11:00 a.m., begin your
respect to the following:
a. How much time does the teacher spend on noninstructional activities, such as taking roll, passing
out papers, and gathering materials to be used in the lesson, before beginning her instruction?
b.
What kinds of activities generate high levels of student engagement? Low levels?
c. How much time does the teacher spend directly instructing the class, and how much time do
students spend completing seatwork?
d.
students for desirable behavior or good answers to questions? Count the number of times students
receive praise.
e. How often does the teacher reprimand students for misbehavior? Is the reprimand brief and even–
tempered, or is the reprimand harsh and angry?
2.
Interview a teacher, and ask the following questions:
a. What do you feel are the differences between effective and ineffective managers?
b. How do you typically handle management incidents? Would you offer two specific examples?
c. What do you feel are your most chronic problems?
d.
class harder or easier to manage?
e. Have you ever had a serious incident, such as an attack on you or a fight between students? What
did you do in response to the incident?
f. Do you call parents about behavior problems with your students? If you do, how effective do you
believe it is in addressing the problem?
g. What advice do you give beginning teachers in terms of classroom management?
3. Classroom Procedures
Observe a class for several sessions and try to identify the procedural rules which are functioning for
the following activities:
a. Entering the class
b. Handing in papers
c. Sharpening pencils and accessing materials
d. Volunteering to answer a question
e. Exiting class
Discuss your findings with a student (or the teacher) to check the accuracy of our findings. How
effective are these procedures in creating a productive learning environment? Which of these
procedures would you use in your classroom?
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4. Management Interventions
What types of management interventions does a teacher use? Observe a teacher teaching a lesson and
note the kinds of interventions used. Then answer these questions:
a. What is the most common intervention used?
b. When and how often does a teacher use a simple reprimand?
c. Is there any pattern to these interventions (e.g., time of lesson or group of students)?
d. Is there any relationship between the type of intervention and the type of student misbehavior?
5. Dealing With Serious Management Problems
Interview a teacher about how he or she handles serious management problems. Ask the following
questions:
e. What kinds of serious management problems have you encountered?
f. How frequent are they?
g. How did you handle them? What strategies seem to work?