To establish a business like atmosphere in the classroom, teachers must take several steps: 1. Set the stage of cooperation from the beginning of the year by making expectations clear and building relationships with students. 2. Be well prepared and organized so that classroom operations run smoothly and students see the teacher as a model of efficiency. 3. Orchestrate smooth and efficient transitions between activities to maximize learning time and keep students engaged, such as preparing materials in advance. The document provides guidance on how teachers can develop strategies to build a positive classroom climate where students feel comfortable engaging in learning.

1. Chapter 3
Establishing A Favorable Climate for
Cooperation

2. Outline

3. Goal
 Develop strategies to build a classroom
climate that is helpful to students engaging
in the business of learning.

4. Objectives
Students are more likely to be on-task and
engaged in learning activities where:
-Business like climate exists.
-Teacher demonstrates withitness.
-Transition times are efficient.
-Students feel free to engage in the business of
learning.
Develop techniques and employ technology for
founding a business like climate.
Take advantage of a new school year to create
interrelationships and work habits.

5. 1- Creating a business like
climate
What is a business like classroom?
Why do we want to have a
businesslike atmosphere in the
classroom?
- Are some teachers simply fortunate
enough to know how to manage their
classrooms while others fail to do
that?

6.  What is the first thing that comes to your
mind about the term businesslike?
 Being formal?
 Manner?
 Dress?

7. The Meaning of
Businesslike
A businesslike classroom is a learning
environment where students and teachers
believe that the most important thing is to
achieve a specified learning goal and work for
this. There is a place for activities other than
learning activities.
Purposefulness characterizes a
businesslike atmosphere

8. Five Steps toward a Businesslike
Atmosphere
 Set the stage of cooperation from
the beginning of the year.
 Be well prepared and organized.
 Orchestrating Smooth, Efficient
Transitions
 Use a communication style.
 Find clearly the expected answers
A teacher should plan learning activities that are vital to the
achievement of worthwhile learning goals.
To establish a business like atmosphere teachers must:

9. Step 1
 Set the stage of cooperation from the
beginning of the year.

10. To begin something new is always amazing.
As a teacher,
how would you start your new academic
year?
1.Make an outline of
your plans and goals
2.Work on your-time
management skills
3.Arrange your studying
environment and
make a list of
essential supplies
4.Combine intellectual
and physical work
5. Hang up written flyers
(classroom rules, school
schedule, etc.)
6. Introduce yourself
7. Be positive!
8. Build relationships
9. Be prepared for specia
students

11. A- Beginning A New
School Year
Students Perceived Notions
All students, even kindergarten
students, know that they’ll be
required to follow teacher’s
directions and that antisocial
behaviors (fighting, screaming,
talking out of turn, leaving without
permission, etc.) are
unacceptable.
They know teachers don’t
appreciate these behaviors.

12. Students Already Know That Teachers
Vary Regarding
a)How serious they
take their role in
helping students
learn
b) The specific
student’s behavior
that is expected,
tolerated,
unappreciated,
recognized,
rewarded or
punished
c) The consistency with
which a teacher
responds to certain
student’s behavior

13. Teachers will face
many kinds of
students such as
students who:
1. Dislike school
2. Feel bored
3. Appreciate school
B- Taking Advantage of Initial
Uncertainty

14. Students will watch
your reactions to
determine what is the
best way to solve the
problem. So, you
should take into
consideration their
attention to begin
establishing on-task
and cooperative
behaviors patterns.

15. C- Planning for a Favorable
Beginning
Just plan for it
 Spend time alone in your classroom.
 Visualize what you want to be going on during
the sessions.
 Imagine yourself doing different learning
activities and managing transition times.
 Identify the movement that your students will
follow.
 Use Teaching Cycles Model (a mechanism for
organizing your thoughts about your

16. Planning for a Favorable
Beginning

17. Classroom Organization and Ongoing Routines:
a. What different types of learning activities do I expect to conduct this term?
b. What equipment and technologies do I need?
One-Time-Only tasks:
a. How should I communicate the schoolwide policies and safety plan to my
students?
b. What special administrative tasks will I be required to complete (e.g.,
identifying the number of students on the reduced-payment lunch program and
checking health records)?
c. Are supplies available and ready for distribution in equal quantities?
Personal Reminders for Me:
a. Am I prepared to model businesslike attitude?
b. Am I prepared to pause and reflect for a moment on what I should say to
students before I say it?
C. Am I prepared to observe exactly what students are doing and hear exactly
Planning for a Favorable
Beginning

18. D- Learning Activities Conducive To a
Favorable Beginning
 Giving students easy learning activities with
clear directions has two advantages:
i- Students can get without delay to the
business of learning
ii- Students learn how to understand and follow
directions
 Step by step you can introduce more
complicated procedures
 Students should be satisfied that they have
learned something

19. Withitness: It is the degree to which a teacher
is aware of what is going on in the classroom.
 The more you know your students, the
more you are able to demonstrate what
withitness is.
 A teacher never turns her back to her
students. She is always monitoring her
students and facilitating their work.
E- Displaying Withitness

20. Teachers whom
students claim
having “eyes in
the back of
their heads”
display
WITHITNESS.

21. PROBLEM DO DON’T
1 Discipline problem Suppress
misbehavior of
students who have
exactly instigated
the problem
Blame the wrong
student or the whole
class
2 Simultaneous
discipline problems
Deal with the more
serious one first
Off-task behavior Handle instances of
off-task behavior
Wait until the
behaviors get out of
hand or are copied
Teachers Having Withitness Do’s
And Don’ts

22. Cases 3.9 & 3.10 - Page
72
 In case 3.9  The teacher simultaneously
handled two events: her explanation to the
whole class & two students’ off-task
behaviors.
 In case 3.10  the teacher interrupted her
lecture to handle the off-task.
A with-it teacher will take action to get
her student back on-task without
disengaging other students from the

23. Step 2
 Be well prepared and organized.

24. A- The Importance of the Third
and Fourth Stages of Teaching
Cycles
The way that teachers organize and prepare for
their classes contribute to their smooth
classroom operations and the desirable
impressions that will be left on students.

25. B- Effects of Preparation on
Classroom Climate and
Efficiency
 The more work you put into your preparation
before class, the less you will need to do to
maintain a smooth operation during class.
 The benefits of exceptional preparation for highly
organized learning activities increase over time for
at least two reasons:
(a) Materials prepared for one class can be reused
with or refined for subsequent classes.
(b) The businesslike attitude that a well-prepared,
highly organized teacher models for students
has a lasting effect that will help establish on-
task and engaged student behavior patterns.

26. Step 3
 Orchestrating Smooth, Efficient Transitions

27.  Students’ engagement and on-task behaviors depend
on:
 How the teacher moves smoothly between the learning
activities.
 How the transitions are efficient.
 How the teacher maintains the momentum.

28. The benefits of minimizing
transition time:
 Maximizing allocated time
 Increasing the student’s
engagement levels
 Avoiding students to waste
time (attention-getting
disruptions and
daydreaming) waiting for the
A- Minimizing Transition Times

29.  Inefficient use of class time
 Teachers can lose the attention of their
students and reduce their motivation by
using time to ask unimportant questions and
implementing unlearning activities.
 Efficient use of class time
 Only smart teachers can manage the class
time and reduce it to collect answers about
unlearning activities while students are
engaged in the learning activities.
B- Dispensing With Administrative Duties

30. C- Saving Time When Distributing
Materials And Giving Directions
 Efficient beginnings to learning activities
A teacher who is well prepared gains time and
achieves the learning goals easily. She should
prepare group activities before time.
 Distributing Materials Ahead of Time
Distributing materials (e.g., play money or
documents) before they are needed for student
use can reduce transition time.

31. Freedom from Having to Speak to the Whole Class
Giving directions in a manner that doesn’t depend on you
having to speak to the class all at once has its advantages.
(a) You are freer to supervise and manage the transition time
before the learning activity begins.
(b) (b) Students do not have to wait for everyone else to be
attentive before they begin following the directions.
(c) (c) You can save your voice and energy for times when it is
more important to speak to the group as a whole.
(d) (d) The less you speak, the more attentive students will be
when you do speak to them.
(e) (e) You can more efficiently clear up some students’
misunderstanding of the directions.

32.  Cues for Efficient Routines
- Once you have established a consistent,
predictable routine for giving directions and
distributing materials, student cooperation can
be achieved with less effort on your part.
- Because certain directions occur over and
over, you may want to teach your students to
respond to cues or signals for beginning certain
routine procedures.

33. D-EMPLOYING TECHNOLOGY
TO ENHANCE CLASSROOM
EFFICIENCY
 Use audios, visuals, etc.. whenever possible
especially if they serve to
(a) enhance the businesslike atmosphere of your
classroom
(b) reduce transition time
(c) make it easier for you to supervise and attend
to your students while they are engaged in
learning activities.

34. E- SAVING TIME WITH
INTRACLASS GROUPING
 Intraclass grouping is the subdividing of the
students within a class into individual task
groups for a learning activity.
 It helps students stay engaged

35. Step 3
 CREATING A COMFORTABLE,
NONTHREATENING, AND SAFE LEARNING
COMMUNITY

36. You are the best. You are
on- task and behaving
properly so I love you,
mom.
Since you are off-task
and will not do your
homework, I will not love
you anymore.
Destructive
Positive
Reinforce
Destructive
punishment

37.  A Frightening Place
There are any sources for fear, like:
- Friends
- Teachers
- The lack of familiarity with a new school
environment
- Antisocial conduct

38. Risking self-respect
The majority of students
who enter school believe
that their personal worth
and self-respect depend
on how well they perform
in school.
This idea can motivate
some students to achieve the learning activities’
goals. At the same time it won’t motivate other

39.  Using love and respect as rewards (after on
task behaviors) is a destructive positive
reinforce.
 On the second hand, withholding love and
displaying disrespect (after off task) are
destructive punishments.

40. Disassociating Self-respect
From Achievement

41. Disassociating Self-respect
From Achievement

42.  Students are more likely to cooperate if adults do not
let them feel that they risk their self-respect if they
undertake tasks.
For that don’t say:
 “I love and respect you when you are successful”
 “I don’t like and respect you when you are
unsuccessful”
To modify students’ defensiveness say:
 “I am happy when you are successful because I love
you”
 “I am not happy when you are unsuccessful because I
love you”.
Disassociating Self-respect
From Achievement