1
PSY201/spring2007/Chapter Eleven: Managing Learning in the Classroom
Chapter Overview
I.
Designing the Physical Environment
A.
B.
C.
Basic Considerations
1.
Security and shelter
2.
Social contact
3.
Symbolic identification
4.
Task instrumentality
5.
Pleasure
6.
Physical Growth of Students
The Influence of the Environment on Behavior
1.
Influences on behavior
2.
Influences on students' perceptions of teacher
Designing the Elementary-School Classroom
1.
Personal spaces/student-student interactions
2.
Learning centers
3.
Display areas
2
D.
E.
Designing the Middle or Secondary-School Classroom
1.
Subject-matter considerations
2.
Classrooms may be shared by more than one teacher
3.
Efficiency of procedures and instruction
Addressing Student Diversity and Special Needs through the Physical
Environment
F.
II.
1.
Seating of students with special behavioral or instructional needs
2.
Navigation for students with physical challenges
Using Technology to Design Your Classroom
Establishing Norms and Rules
A.
B.
The Tension between Freedom and Structure
1.
Optimal arrangement: High structure/freedom within structure
2.
Value of structure
3.
Value of freedom
Getting Started
1.
Principles for establishing rules
3
C.
D.
E.
III.
2.
Significance of the First day
3.
Rules for Elementary Classrooms
4.
Rules for Middle and High School Classrooms
Establishing Procedures for Routines
1.
Class-running routines
2.
Lesson-running routines
3.
Interaction routines
Misbehavior: Informal Correctives and Imposing Penalties
1.
Options for addressing minor misbehaviors
2.
Addressing the behavioral problems of students with special needs
Conclusions about Establishing Norms and Rules
1.
Rules need to be taught in a conscientious manner
2.
Teachers must be sure that students understand rules
3.
Teachers use a mix of techniques to maintain norms and rules
Managing Day-to-Day Classroom Instruction
A.
Independent Work or Seatwork
4
B.
C.
D.
1.
Has instructional and managerial functions
2.
Concerns with the use of seatwork
3.
Effective techniques for using seatwork
Small-Group Work
1.
Advantages
2.
Disadvantages
Whole-Class Instruction
1.
Lectures and explanations
2.
Recitation and discussion
Special Needs, Diversity, and Instruction
1.
Create a supportive and caring environment
2.
Offer a responsive curriculum
3.
Vary instruction
4.
Provide needed assistance
IV. Dealing with Behavior Problems
A.
Chronic Problems
5
B.
C.
D.
1.
Contingency contracting
2.
Self-management
3.
Logical consequences
Acute Problems
1.
Prevention
2.
Dealing with Acute Problems
Personal Problems
1.
Role of the Teacher
2.
Warning signs of student distress
Particular Problems
1.
Cheating
2.
Violence
3.
Bullying
6
As a result of students’ experiences with this chapter, they should be able to answer these questions and
meet the indicated competencies:

How can classrooms be organized to make it easier to achieve instructional goals?
o
Expected Student Competencies: List and describe the major functions of a classroom;
identify physical characteristics that influence student achievement; describe welldesigned elementary, middle, and secondary school classrooms; list features of
classrooms that make them unique settings

How can the first day of school set the tone for the rest of the year?
o
Expected Student Competencies: Explain why the early part of the school year in general
and the first day of school in particular are critically important for a successful school
year; detail steps that teachers can take to use the first day of school to communicate
expectations

How should rules be developed for classrooms?
o
Expected Student Competencies: describe what special considerations must be kept in
mind when developing rules for younger students and for older students; create a plan for
developing rules for a class of elementary students and a plan for developing rules for
middle and high school students

How do successful teachers create a learning community in their classrooms?
o
Expected Student Competencies: Define and contrast rules, norms, and routines; explain
how the establishment and use of rules and routines help students work toward common
goals

How do instructional formats affect classroom management?
o
Expected Student Competencies: Describe the typical uses of seatwork, small group
instruction, whole class instruction, lecture and explanation, recitation and discussion;
identify strengths and weaknesses of each instructional format; point out the managerial
demands of these instructional formats

What can be done about problem behaviors that are more serious than occasional rule-breaking?
o
Expected Student Competencies: List the major categories of behavioral problems in
classrooms; identify steps that teachers can take to prevent or address these types of
problems; generate a set of actions teachers can take to establish a peaceful classroom

What is the proper balance between being sensitive to cultural differences and applying the same
rules and expectations to all students?
o
Expected Student Competencies: Point out the forms that diversity takes in modern
classrooms; list steps that teachers can take to develop an inclusive, multicultural
classroom; describe what teachers can do to implement those steps; explain how
reflection can help teachers improve their approaches toward establishing a balance
between sensitivity to cultural differences and application of rules and expectations to all
students

What kinds of classroom management policies can be used to address the special needs of certain
learners?
o
Expected Student Competencies: Consider how management techniques suitable for nondisabled students can be adapted for students with special needs; generate strategies that
build a classroom climate in all students experience acceptance and respect.