classroom layout diagram
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Chapter6.pptxChapter 6: Structuring the Environment
Principles
When environmental conditions are appropriate for learning, the likelihood of disruptive behavior is minimized.
Students are more likely to follow classroom guidelines if the teacher models appropriate behavior, explains the relationship of the guidelines to learning, mutual student-teacher respect, and protection and safety of property and individuals, and obtains student commitment to follow them.
Teaching students appropriate behavior increases the likelihood that disruptive behavior will be prevented.
Enforcing teacher expectations by using natural and logical consequences helps students to learn that they are responsible for the consequences of their behavior and thus are responsible for controlling their own behavior.
Chapter 6-1
Physical Classroom Environment
Environmental conditions
lighting
noise level
ventilation
Use of space
seating arrangement
bulletin boards
display areas
Chapter 6-2
Classroom Guidelines
Procedures
directed towards classroom logistics
taught to students with practice & feedback
enforced with natural/logical consequences
Rules
Focus on appropriate behavior
design rules <depends on teacher’s authority base>
develop consequences <see hierarchy of interventions>
communicate rationale for each rule <based on definition of discipline problem>
obtain students’ commitments <developmentally appropriate>
teach rules
enforce rules with natural/logical consequences
Consider the cultural embeddedness of classroom guidelines
Chapter 6-3
Consequences
Natural – naturally related to inappropriate behavior, occurs without intervention by another
Logical – logically related to inappropriate behavior, requires intervention by another
Contrived – punishments, produces physical or emotional discomfort
Chapter 6-4
Consequences vs. Punishment
Consequences
naturally occurs, logically related to student’s behavior
deliberately planned/delivered
illustrates cause & effect and personal power
effective at all ages
delivered without anger
focus on own behavior
develops self-control (ILC)
reduces avoidance behavior
protects/builds self-esteem
consistent with moral development
Punishments
does not naturally occur,
contrived reactionary & arbitrary
illustrates power of teacher’s
authority
loses effectiveness with age
emotionally charged
focus on teacher’s behavior
develops dependency (ELC)
increases avoidance behavior
erodes self-esteem
inconsistent with moral
development
Chapter 6-5
Teaching Appropriate Behavior
Planning for:
Terminal objectives tasked analyzed into enabling object
Order the enabling objectives from most to least complex
Design teaching strategies for each objective
Design an evaluation
Chapter 6-6
