Effective Learning Environments

                This entire chapter discusses ways to properly establish and support classroom management. The first component to having a successful classroom as stated in the book is to establish classroom rules on the first day of school. Students should not be overwhelmed with rules so rules should be short, simple, and to the point. Procedures, or the way in which the rules are completed, should be introduced over a period of time (Slavin, 2012, p. 327).

            Not only does this chapter discuss ways to create rules but it also discusses proper managing of transitions. Keri Sumner mentioned in her discussion post for this week that classroom transitions are something that she struggles with. I think it is important to note her post because managing transitions is something that many teachers struggle with. Slavin (2012) stated, “Transitions are changes from one activity to another for example, from lecture to seatwork, from subject to subject, or from lesson to lunch” (p.322). In my own classroom when writing a lesson plan, I also write out the transitions that will occur and the directions that I will give that are associated with that particular transition. Transitions should be given in a clear and direct way (Slavin, 2012, p.322).  I could not agree more with Slavin about the stated quote, because too much wording and instances where students have to try to figure out what you are asking them to do, will only cause confusion.

            Another extremely important topic that I would like to note from the chapter is the proper way to handle misbehavior. I have to admit that I use a lot of nonverbal cues when having to address misbehavior, because it is a form of addressing the behavior with as minimum of distractions as possible.  What I learned in the book is that the best way to not have to handle misbehavior is through prevention. Prevention of misbehavior happens when students are on task, engaged, and ultimately interested in what and how they are learning. Teachers must realize that this will come with more effort than just creating fun activities. Yes, fun activities are a great way to get the student interested in learning, but if that fun activity is not differentiated correctly then that fun activity will turn from a learning activity to a playing activity. I also learned the proper order in how to address misbehaviors; prevention as first, nonverbal cues, praise of correct behavior that is incompatible with misbehavior, praise for other students, verbal reminders, repeated reminders, and consequences (Slavin, 2012, p.329).

            Classroom management is not always the easiest task for a teacher but it is the ultimate platform for success in our classroom. Teachers must remember that our ultimate goal is to provide students with as much learning time as possible, and creating activities that prevent misbehavior or properly address misbehavior will help us to do just that!

Reference

Slavin, R.E. (2012). Educational psychology: Theory and practice (10^th ed.). Boston:Pearson.