Chapter Eleven: Effective Learning Environments

 Description:

             Chapter eleven provided an in-depth discussion on the various principles of classroom management.

            The chapter explains the impact of uninterrupted lessons and the importance of controlling time on reducing behavior issues. The author provides examples and methods that teachers can use to help reduce interruptions and utilize the classroom more effectively.

             The remainder of the chapter offers strategies and practices that help address and reduce classroom interruptions and misbehaviors while referring back to chapter 5's reinforcers. Slavin explains that preventative practices are the key to reducing negative behaviors and promoting a more effective, efficient, and positive classroom.

Analysis:

             Chapter eleven opens with an introduction and overview of classroom management. Classroom management is a generalized term that is used to describe the various strategies and approaches that engage, motivate, and inspire students, which ultimately curtails misconduct (Slavin, 2018). A well-managed classroom facilitates a positive classroom culture, more effective use of instructional time, and more productive students (Slavin, 2018). Classroom management is multifaceted and a foundational piece for establishing an effective classroom (Slavin, 2018). When classroom management is coupled with responsive discipline (proactive responses to misbehavior or strategies that reduce it), a classroom and its climate are more likely to be positive and productive (Slavin, 2018).

             The following sections begin to discuss time management. Because of many factors outside a teachers' control, instructional time is often lost(Slavin, 2018). Research has shown that students are only actively engaged a fraction of the class period because of the interference of the factors (Slavin, 2018). Slavin moves to describe how teachers can maximize the allocated time for their lessons by providing examples and strategies that can be used in the classroom.

             Slavin explains the most important thing educators can do is to communicate the importance of learning and to prioritize it (2018). Each passing moment is valuable, and school is not meant to have time wasted; therefore, punctuality, teaching or engaging student in the entire class period and expectations are valuable tools to prevent poor attitudes and lost time (Slavin, 2018). Teachers should also try to be as proactive about interruptions as possible. Interruptions break the flow of a classroom, and refocusing it can prove difficult (Slavin, 2018). This also goes for when a teacher needs to address a discipline interruption. Teachers should employ quick and effective strategies that deal with minor misbehaviors in a way that does not interrupt the lesson or workflow (Slavin, 2018).

             Teachers also need to consider various time-saving procedures with the word "efficient" at the forefront of their thought. Routines should become second nature to students and shortening various tasks such as lining up, handling papers or packing for transition. This is an excellent time to incorporate student responsibility and choice (Slavin, 2018). Also, teachers should move rapidly and created a sense of urgency (Slavin, 2018).

             To maximize student engagement, Slavin suggests that educators consider the nature of their lessons. For example, teaching and presenting information in an "interesting" or engaging way, providing students the opportunity to actively participate in their learning, and increasing cooperative learning has shown to increase student engagement and learning in the lessons (Slavin, 2018). Also, approaching transitions and establishing efficient and clear routines and expectations will help save valuable time (Slavin, 2018).

             Another consideration is maintaining group involvement in lessons. Teachers are encouraged to employ various techniques that involve all or many students and that are quickly completed (Slavin, 2018). Teachers should avoid "…activities that relegate most students to the role of spectator for long periods." (Slavin, 2018, p. 276). Moving on, teachers should move around the room, ask questions, and check over student work when working independently (Slavin, 2018). 

Teachers should be aware of the time they spend with one particular student or group (Slavin, 2018). Slavin warns that there is the possibility that classrooms and teachers that are too strict and do not offer opportunities for complex, cooperative tasks show will not show elevated scores (Slavin, 2018).

             The following sections discuss the characteristics of effective classroom management. Slavin explains that most research completed has not occurred in student-centered classrooms but maintains there are common elements (Slavin, 2018). Slavin explains some of these generalized approaches involved setting clear and concise rules, expectations, and routines (2018). Similarly, teachers should also seek to create a positive and inclusive classroom culture that fosters healthy teacher-student relationships (Slavin, 2018).

             Slavin explains that successful classroom managers explicitly teach and practice classroom rules and procedures with students during the first few school days (2018). Teachers will often consult students and develop some rules with the class (Slavin, 2018). Also, teachers should attend to each detail and are well prepared to engage "…ask students to get right to work on the first day of school and give them instructions on procedures gradually, to avoid overloading them with too much information at a time…" (Slavin, 2018, p. 279). Finally, the teacher quickly responds to misconduct and misbehavior, ensuring there is no misconception about classroom expectations (Slavin, 2018). Slavin warns that rules should be enforced consistently and fairly, but "zero-tolerance" policies can negatively affect student behavior, classroom climate, and student-teacher relationships (Slavin, 2018).

             Moving forward, Slavin outlines three general principles related to setting classroom rules, ". First, class rules should be few in number. Second, they should make sense and be seen as fair by students. Third, they should be clearly explained and deliberately taught to students (Curwin, 2013, cited by Slavin, 2018, p.279). Finally, Slavin suggests the teachers ensure students are actively involved in the classroom rule discussions to help create ownership and engagement (2018).

             Furthering the idea of discipline and rules, Slavin discusses the fact that teachers must have strategies to handle discipline issues as they arise (2018). Teachers must establish a respectful and warm environment and ultimately maintain the leader's role (Slavin, 2018). Slavin asks one to recall that the continuation of classroom instruction is paramount (2018). First, teachers should seek to prevent the behavior.

             Prevention can come in the form of engaging activities as well as clear rules and expectations that guide behaviors. 

Teacher awareness of their students' needs and sensitivity to the classroom climate coupled with a diverse set of strategies can help address potential misbehavior before they happen (Slavin, 2018). The next strategy is using nonverbal cues to address or redirect students (Slavin, 2018). Finally, teachers can also use praise to help reinforce positive behaviors (Slavin, 2018).

             Later in the chapter, Slavin discusses detailed examples of programs and strategies that can help prevent misbehaviors before they even start. Creating an inclusive, respectful, and warm classroom community, allowing students to take on various roles and responsibilities, and implementing various programs that support and extend academic performance are some of the suggestions that Slavin outlines to help thwart misconduct in students (Slavin, 2018).

             When these subtle redirections prove, ineffective teacher should move to verbal cues (Slavin, 2018). Verbal cues are shown to be most effective when phrased positively and as a reminder of the desired behavior (Slavin, 2018). The last resort is to enact the consequences of student behavior; Slavin warns that consequences should be brief, reasonable, and apply as quickly after the behavior as possible to ensure students relate the misconduct to the consequence (Slavin, 2018). Teachers must use consequences that they are willing to follow through with and avoid power struggles (Slavin, 2018). Teachers should seek to maintain positive rapport, not dehumanize the students (Slavin, 2018).

             Later in the chapter, Slavin revisits some information from chapter five when considering how to deal with severe behavioral issues. First, he establishes that attention is often the foundation of many behavior issues in a classroom (Slavin, 2018). To help address the need for teacher attention Slavin suggests that teachers reinforce positive behaviors but ignore other negative behaviors (Slavin, 2018). Second, to address students needing peer attention, teachers should remove the offender from the classroom prevent peer support (Slavin, 2018). Third, to address students seeking to remove themselves from an undesirable activity or place, teachers should seek to employ preventative measures to help avoid student misbehavior (Slavin, 2018). Finally, Slavin explains that the power and influence of peer groups cannot be underestimated (2018). Students, "…who are failing in many different domains, find their niche in groups that hold norms that devalue achievement and other prosocial behavior" (Wentzel, 2003 as cited by Slavin, 2018, p. 292).

             Slavin deepens the conversation about students with severe misbehaviors by approaching the concept of behavior modification (Slavin, 2018). He provides a brief list of steps that are generally associated with the development of behavior plans (Slavin, 2018). Only one behavior should be focused on for students who exhibit many egregious behaviors (Slavin, 2018). This behavior should be the most frequent and easy to observe (Slavin, 2018). During the observation, one should note any potential reinforcers that support the negative behavior (Slavin, 2018). After which, teachers should establish a preintervention baseline of the severity or frequency of the targeted behaviors (Slavin, 2018). Once the based line has been set, the educators should look to apply positive reinforcers that support the desired behaviors (Slavin, 2018). Slavin warns that punishments should be the last resort in addressing student behavior (Slavin, 2018). Time out is a suggested approach to help removed students from situations (Slavin, 2018). This strategy should be carefully considered when applying. The amount of time, location, and interaction with others should all be considered when using this method (Slavin, 2018).

             Extending the discussion on behavior modification, Slavin discusses the application and implementation of reinforcers. Reinforcers are meant to support and encouraged the desired behaviors. In order for their effectiveness and novelty to make a lasting impact, these reinforcers should be meaningful, as immediate as possible, and should vary (Slavin, 2018). Reinforcers should gradually wane in frequency (Slavin, 2018). Slavin, discusses the use of home-based reinforcement under this same banner.

             Home-based reinforcement requires teamwork and open communication between the school, staff, and a student's guardians (Slavin, 2018). This approach is characterized by its ease of implementation, positive influence of guardian-school relationships, and that home reinforcement can provide more meaningful and individualized reinforcements(Slavin, 2018). This, as with all reinforcements, should be reduced in frequency over time (Slavin, 2018). Usually, this is supported by using a daily or weekly report card, which acts as the teacher-guardian communication device (Slavin, 2018).

             Another approach is the usage of a group contingency strategy. The basis of this strategy is that it is an approach that "… 

can turn the same peer pressure that often supports misbehaviors into pressure opposing misbehavior." (Slavin, 2018, p. 290). This is generally easy to implement with proven effects (Slavin, 2018).

             Ending this section, Slavin discusses the ethical implication of using these methods. Different arguments support and discourage these practices, but Slavin maintains that professional and ethical applications of these strategies are an important intervention step in helping students regulate their behavior and manage the classroom (Slavin, 2018). Slavin even points out how neglecting to apply these strategies can prove unethical if students suffer severe consequences without any previous support (Slavin, 2018).

             Slavin discusses the effects of truancy has on student behavior and academic behavior. He suggests that schools and teachers consider various interventions that promote attendance and engagement (Slavin, 2018). Another method that can be used to help address misconduct is establishing open communication with parents (Slavin,2018). Slavin lists various programs that help support parents strengthen positive behaviors and interactions with students (2018).

Reflection:

    Classroom management is a difficult topic for me, but it is one of the areas I have grown in the most over the years. As a human and an educator, I feel that classroom management is highly subjective. One of its greatest weaknesses is that the practice varies depending on how the state, district, family, teachers, and even students view education and a students' role in their own learning.  

    Communities are created and maintained by having a safe space where people can thrive and live happily. Communities achieve this by providing equitable access to resources, setting boundaries, limits, and expectations for interactions and responsibilities. Often one will hear the phrase "community of learners.". Classroom management, for me, is synonymous with community creation. Without a community of content or happy people, there is anarchy. This metaphor applies to classrooms. If a student does not feel empowered, is not aware of expectations for interactions, or does not understand their job/role in the classroom, discord is inevitable, affecting the learning community as a whole. 

    One of the most frustrating challenges of creating and maintaining this community is the lack of support or shared expectations and policies that conflict with those ideals. Despite what research says about child development and learning, I have noticed there are often policies in place that conflict with the science. Adopting scripted curriculums, reducing recess, disbanding enrichment connections, or lack of consistency or schoolwide expectations all affect the inner workings of classrooms and the learner communities. If teachers and districts what to improve their classroom management approach, I feel that reviewing and reforming various policies must occur. Classroom management helps is a treatment, not a cure! In order to help reduce suspensions or increase engagement, school staff and policymakers should look more objectively at their approaches and how they view students' roles in learning. 

    Looking back, I realize that I had a strong vision of how I wanted my classroom to look and to sound. However, I did not fully understand what work I need to have already put in to make that vision come true. Slvain discusses the importance of preventing misconduct through various means such as building relationships, communicating expectations clearly, and involving the students in the development of certain rules but also remain the leader. 

    As I reflect on my mistakes, I feel I lost my role as a leader in hopes of creating a student-led classroom. I also assumed far too much than I should have. For example, I assumed students would have known how groups function or their roles or responsibilities in the classroom. Therefore, I did not communicate rules and expectations as I should have had. 

    Now, as I move forward, I will certainly be more aware of addressing these past mistakes. Furthermore, I intend on incorporating new knowledge into my classroom management practices where I can. Also, I have learned so much about culture and trauma-responsive practices. Therefore, even though I am not confident in implementing some of the principles, I can certainly start the journey.

Reference: 

Slavin, R. E. (2018). Educational Psychology. [VitalSource Bookshelf]. Retrieved     from https://bookshelf.vitalsource.com/#/books/9780134524177/