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Structuring the Environment           Kevin           Annas
Introduction• Psychologists have long believed that behavior  is influenced by the events and conditions• Antecedents may ...
Designing the Physical Classroom             Environment• Environmental Conditions• Seating Arrangements• Bulletin Boards ...
Environmental Conditions• Concerned about classroom conditions such  as heating, lightning, ventilation, and noise• Teache...
Seating Arrangements• Should be flexible enough to accommodate  and facilitate various learning activities that  occur in ...
Bulletin Boards and Display Areas• Look at Case 6.1 and Case 6.2 at page 134 -  135
Establishing Classroom Guidelines• Classroom Procedures• Classroom Rules
Classroom Procedures• Procedures are directed at accomplishing  something• Procedures are taught to students through  exam...
Classroom Rules• Divided into six processes :  - The Need For Rules  - Determining Necessary Rules  - Developing Consequen...
The Need For Rules• The dynamism cause human behavior to be  highly sensitive to differing conditions across  situations• ...
Determining Necessary Rules• Teachers must develop a list of rules that is  fair and realistic• Rules that are so develope...
Developing Consequences• Students who choose not to follow classroom  rules should experience consequences• There is some ...
Developing Consequences• The use of painful punishment has been and  remains a highly controversial issue• Punishment does...
Communicating Rules• Teachers must communicate rules clearly to  the students• The manner in which rules are phrased is  i...
Obtaining Commitments• Look at the cases (143, 144, 145)
Teaching and Evaluating• Students needs practice & feedback.• New activities require procedures & rules.• Teaching & evalu...
The cultural embeddedness of rules            and guidelines• Teacher must aware students come from a a  variety of cultur...
Creating group norms to structure           appropriate behavior•   Develop its own culture.•   4 skills needed for effect...
Conclusion• Although teachers have no control over the  size of classrooms, they can control seating  arrangements and use...
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Structuring the Environment

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Transcript of "Structuring the Environment"

  1. 1. Structuring the Environment Kevin Annas
  2. 2. Introduction• Psychologists have long believed that behavior is influenced by the events and conditions• Antecedents may increase the likelihood that appropriate behavior will take place or may set the stage for the occurrence of misbehavior• Teachers should examine 2 most crucial variables
  3. 3. Designing the Physical Classroom Environment• Environmental Conditions• Seating Arrangements• Bulletin Boards and Display Areas
  4. 4. Environmental Conditions• Concerned about classroom conditions such as heating, lightning, ventilation, and noise• Teachers must ensure the physical environment of the classroom is the most appropriate one for learning
  5. 5. Seating Arrangements• Should be flexible enough to accommodate and facilitate various learning activities that occur in the classroom• Allows the teacher to be in close to all students• Classroom should be neat and uncluttered
  6. 6. Bulletin Boards and Display Areas• Look at Case 6.1 and Case 6.2 at page 134 - 135
  7. 7. Establishing Classroom Guidelines• Classroom Procedures• Classroom Rules
  8. 8. Classroom Procedures• Procedures are directed at accomplishing something• Procedures are taught to students through examples and demonstrations• The use of natural and logical consequences is quite appropriate for students who fail to follow procedural guidelines
  9. 9. Classroom Rules• Divided into six processes : - The Need For Rules - Determining Necessary Rules - Developing Consequences - Communicating Rules - Obtaining Commitments - Teaching and Evaluating
  10. 10. The Need For Rules• The dynamism cause human behavior to be highly sensitive to differing conditions across situations• Rules should be directed at organizing the learning environment
  11. 11. Determining Necessary Rules• Teachers must develop a list of rules that is fair and realistic• Rules that are so developed and rationalized make sense to students because they are not arbitrary• Teachers who develop student-directed approach may provide students to develop rules with guidance of the teacher
  12. 12. Developing Consequences• Students who choose not to follow classroom rules should experience consequences• There is some debate about whether or not students should know what the consequences will be• Three types of consequence : natural, logical, and contrived
  13. 13. Developing Consequences• The use of painful punishment has been and remains a highly controversial issue• Punishment does not help the child to examine the motivation behind the behavior
  14. 14. Communicating Rules• Teachers must communicate rules clearly to the students• The manner in which rules are phrased is important
  15. 15. Obtaining Commitments• Look at the cases (143, 144, 145)
  16. 16. Teaching and Evaluating• Students needs practice & feedback.• New activities require procedures & rules.• Teaching & evaluating students by understanding the rules.• Analyzing the classroom environment.
  17. 17. The cultural embeddedness of rules and guidelines• Teacher must aware students come from a a variety of cultural backgrounds.• Cultural synchronization between teachers & students.• African Americans tends to be more high key.• Cultural differences.
  18. 18. Creating group norms to structure appropriate behavior• Develop its own culture.• 4 skills needed for effectively groups.• Forming skills.• Functioning skills.• Formulating skills.• Fermenting skills.
  19. 19. Conclusion• Although teachers have no control over the size of classrooms, they can control seating arrangements and use of bulletin boards• Classroom guidelines are needed for routine activities and general classroom behavior• The culture of the school and the students must be synchronized to increase positive behavior

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