Educational Psychology Theory and Practice Chapter 11教育心理学理论与实践11章.pptVIP

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Educational Psychology Theory and Practice Chapter 11教育心理学理论与实践11章.ppt

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Educational Psychology:Theory and PracticeChapter 11 Effective Learning Environments Scenario “Craig, I want you to start your project now.” (p. 344) Providing for Effective Use of Time Creating a Happy, Productive Learning Environment Minimizing Behavior Problems and Disruptions Impact of Time on Learning:Using Allocated Time Preventing Lost Time by Being Organized Preventing Late Starts and Early Finishes Preventing Interruptions Handling Routine Procedures Quickly Minimizing Time Spent on Discipline Impact of Time on Learning:Allocated Vs. Engaged Time Allocated Time (Same for Every Student) Engaged Time (Different for Each Student) Impact of Time on Learning: What Events Waste Time in the Classroom? Teaching Engaging Lessons Maintaining Momentum Maintaining Smoothness of Instruction (Managing Transitions) Impact of Time on Learning: Organization Impact of Time on Learning:Using Engaged Time for All Withitness Overlapping Effective Classroom Management Starting the Year Out Right Have Specific Plan for Introducing Rules Be Consistent Discuss Class Rules Respond Immediately to Stop Misbehavior Ms. Smith’s Class Rules 1. Be courteous to others 2. Respect others’ property 3. Be on-task 4. Raise hands to be recognized Mr. Jones’ 12 Commandments 1) Do not talk out of turn. 2) Do not hit. 3) Do not chew gum. 4) Do not steal from others. 5) Do not scream. 6) Do not cheat. 7) Stay in your seat. 8) Keep your desk clean. 9) Keep hands to yourself. 10) Do your own work. 11) Raise your hand to speak. 12) Wait your turn in line. Effective Classroom Management Setting Class Rules Few in Number Make Sense and be Seen as Fair Clearly Explained and Deliberately Taught There Is No Age Limit Students Can Help Make the Rules Managing Routine Misbehavior Why Would the Teacher’s Intervention with Craig work? (Page 344) Student Misbehavior Intervention Flow Charts Grade Level Specific Misbehavior First Intervention Outcome: Repeated Misbehavior Outcome:MisbehaviorStops T