2024-10-28T23:51:56+03:00[Europe/Moscow] en true Maslow’s Hierarchy of Needs:, Positive, productive classroom environment in elementary, Positive, productive classroom environment in middle school, Positive, productive classroom environment in high school, Social/emotional atmosphere:, Seating arrangement:, Academic learning time:, Setting high expectations:, Best practices for classroom management/discipline:, Routine:, Transition:, Five basic elements of collaborative learning:, Heterogeneous grouping:, homogeneous grouping:, Conflict resolution skills: flashcards

Domain 2, Comp 5&6: PPR EC-12

5: The teacher knows how to establish a classroom climate that fosters learning, equity and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive. 6: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior.

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  • Maslow’s Hierarchy of Needs:
    If students are hungry, they cannot learn. If students do not feel safe, they cannot learn. A student will not succeed if they feel as if they do not belong
  • Positive, productive classroom environment in elementary
    encourages cooperation and sharing
  • Positive, productive classroom environment in middle school
    collaborate with peers
  • Positive, productive classroom environment in high school
    respect for classroom and everyone in it
  • Social/emotional atmosphere:
    Setting up classroom rules and expectations, Creating positive interactions. Students should feel safe and free to ask any relevant questions. Risk-taking environment
  • Seating arrangement:
    The best place for the teacher’s desk is often at the back at the room, so that there are few barriers between the students and the teacher, and between the students and the whiteboard. Desks in groups, with students facing each other, can help stimulate student discussion. Desks in single or double rows are good for demonstrations and independent work. Desks in workstations are suited for students who have developed self management skills.
  • Academic learning time:
    Amount of allocated time students spend on a learning activity. Effective teachers maximize the amount of time spent on instruction. Teaching procedures and routines at the beginning of the year will maximize learning time in the long run
  • Setting high expectations:
    Establishing clear standards for behavior, Teaching developmentally appropriate social skills, Teaching students conflict resolution strategies, Having high but attainable academic standards, Encouraging students in their work and acknowledging their effort, Establishing cooperative instead of competitive classroom structures
  • Best practices for classroom management/discipline:
    Allow student input, Establish your routines, and rules should be fair and consistent, Classroom rules should always be visible. For younger students: expectations should be repeated often. Use attention grabbers. Students should be corrected privately - do not reprimand students in front of their peers. No more than 5 rules. Encourage students to monitor their own behavior
  • Routine:
    A procedure that has been practiced until it is automatic. Consider: How students will behave in class, how they will ask questions, how they will sharpen pencils, how to handle tardiness
  • Transition:
    Moving from one activity to another. Explain and demonstrate the procedures at the beginning of the unit, week, semester, etc.
  • Five basic elements of collaborative learning:
    Face to face interaction, Students depend on each other to complete a job; must work together to complete the whole task, Individual accountability, Social skills, Group processings
  • Heterogeneous grouping:
    made up of students working at varying comprehension levels
  • homogeneous grouping:
    made up of students working at the same comprehension level
  • Conflict resolution skills:
    Primary goal: have students reach mutually agreeable settlement. The teacher should guide the students to focus on the issue/problem, instead of the other person in the disagreement. Foster/guide/encourage them to come up with a solution that is mutual.