The document discusses key factors for effective classroom management, including the physical environment, classroom guidelines/routines, and rules. It emphasizes that the physical space and guidelines are important to set students up for learning, and that rules should clearly define behavioral expectations and include logical consequences to address issues and protect rights to learn. Cultural considerations are also noted as important for effectively engaging all students.
Structuring the Environment Chapter 6 Multimedia Presentation
1.
2. Two crucial variables: physical
environment and classroom guidelines
Physical environment – the importance of
creating a physical environment that is
conductive to learning
Classroom guidelines – one variable over
which the teacher has much control
8. Classroom Routines
◦ Not meant for managing disruptive behaviour
◦ Taught through examples and demonstrations
◦ Logical vs. Natural Consequences
9. Classroom Routines
◦ Not meant for managing disruptive behaviour
◦ Taught through examples and demonstrations
◦ Logical vs. Natural Consequences
10. Classroom Routines
◦ Not meant for managing disruptive behaviour
◦ Taught through examples and demonstrations
◦ Logical vs. Natural Consequences
A student does not hand in their assignment and they
receive a zero for that assignment.
11. Classroom Routines
◦ Not meant for managing disruptive behaviour
◦ Taught through examples and demonstrations
◦ Logical vs. Natural Consequences
“Antonia, you wrote on the desk. You will have to clean it
up during recess.”
12. Classroom Rules
◦ The Need for Rules
◦ Determining Necessary Rules
Definition of a behavioural problem - any
behaviour that interferes with the teaching
act, interferes with the rights of other to learn, is
psychologically or physically unsafe, or destroys
property
◦ Developing Consequences
“you have a choice”
13. Classroom Rules
The Need for Rules
Determining Necessary Rules
Definition of a behavioural problem - any behaviour that interferes
with the teaching act, interferes with the rights of other to learn, is
psychologically or physically unsafe, or destroys property
Developing Consequences
“you have a choice”
14. “Heidi, you have a choice to stop disturbing Jeff or to
change your seat.”
Classroom Rules
The Need for Rules
Determining Necessary Rules
Definition of a behavioural problem - any behaviour that interferes
with the teaching act, interferes with the rights of other to learn, is
psychologically or physically unsafe, or destroys property
Developing Consequences
“you have a choice”
15. “Mike, you have a choice to raise your hand or not be
chosen to answer.”
Classroom Rules
The Need for Rules
Determining Necessary Rules
Definition of a behavioural problem - any behaviour that interferes
with the teaching act, interferes with the rights of other to learn, is
psychologically or physically unsafe, or destroys property
Developing Consequences
“you have a choice”
17. Differences in values, standards, and
expectations resulting from cultural
differences have several implications
for teachers
◦ Culturally situated institutions
◦ Strive to learn more
◦ Incorporating cultures and expectations
18. To test your knowledge on incorporating cultural
aspects into your classroom, use the given
scenario and cootie catcher and follow the steps
below.
Begin with one person in possession of the cootie
catcher, go around the group and ask different
members for 1) colour 2) number 3) number 4)
read the question under the bottom flap.
As a group discuss and decide on an answer.
Be sure to record your answers somewhere and
be prepared to share with class.
19. Forming Skills
Functioning Skills
Formulating Skills
Fermenting Skills
Development of these skills over time
20. Consider – is the behaviour disruptive?
Act – now or later?
Lessen – the response to the situation
Manage – quickly return to learning
