Week 17 Creating

conducive learning
environment
Classroom Climate
Classroom climate can be defined as the mood or atmosphere
created by a teacher in his or her classroom, the way the teacher
interacts with students, and the way the physical environment is set
out.
The classroom climate influences the student achievement, their self-
esteem and participation in the lesson.
The most important aspect of classroom climate is the relationship
between teacher and students.
There must be elements of caring, trust and respect in the
interpersonal relationships between teachers and students.
An effective classroom climate is one in which the teachers' authority
to organize and manage the learning activities is accepted by the
students, there is mutual respect and good rapport, and the
atmosphere is one of purposefulness and confidence in learning.

Another important component of classroom climate is the
enthusiasm shown by the teacher.
Teachers who enjoy teaching and their subject, and teach with
enthusiasm are more likely to motivate their students.
There is a positive relationship between teacher enthusiasm and
student involvement during lessons.
Therefore, even if the teacher is not feeling that enthusiastic on a
particular day or topic, he or she should avoid communicating
negative feelings about the subject, lesson or curriculum to students.



Effective
classroom
climate
The
organizational
environment
The social
environment
The Organizational Environment
This refers to the physical arrangement of the classroom.
A classroom should be attractive, well lighted, comfortable and
colourful.
Clean and tidy classrooms, hall- ways and toilets can create a better
atmosphere across the school.
The physical aspects such as temperature, noise, and the time of the
day that affect our ability to concentrate and maintain attention are
also influence classroom climate.
How the internal features of a classroom (desks, chairs, tables) are
arranged is also important.
It has been found that when the environmental conditions are
appropriate for learning, the likelihood of disruptive behavior is
minimized.
Classroom climate can also be improved by displaying student's own
work on the wall, as this can encourage students to take pride in their
work and can motivate them.
However, care should be taken to see that all students get chance to
have their work displayed.

The Social Environment
Classroom climate is also affected by the type of leadership exhibited
by a teacher (authoritarian, democratic and laissez-faire).
In an autocratic classroom, the teacher decides on and attempts to
impose the goals of learning activities; the students do not
participate in either the selection of learning activities or the goals of
these activities.
Hostile and aggressive behavior occurs more frequently under
autocratic leadership than under democratic leadership.
Under autocratic leadership, the students are often frustrated, and
they resolve their frustration by aggressive acts of one kind or
another.
It has been found that an aggressive, hostile, punitive leader
stimulates aggressive, punitive, and hostile behavior in students.
If the students cannot express their hostility to the teacher, they may
direct it toward impersonal objects or their companions.
Democratic l & laissez-faire leadership
Democratic leadership produces more task orientation and more
socially acceptable behavior than does autocratic leadership.
In a laissez-faire leadership, complete freedom is given to the group
or individual decision, without any leader participation.
Giving the students, authority in the classroom can improve
classroom climate and encourage students to take responsibility for
their environment.

For students to learn effectively, they must participate fully in the
learning process. This means they must be encouraged to ask and
answer questions, attempt new approaches, make mistakes, and ask
for assistance.
Effective teaching requires that the teacher gives students plenty of
opportunities to contribute and elaborate their own ideas, and that
he or she genuinely listens to what students say and attempts to
consider this from students' perspective.
An effective classroom climate is one that provides continual support
and encouragement so that failure, when it does occur, does not
undermine students' self-esteem regarding their learning.
This may be carried out by the teacher in such activities as listening
to the learners, responding to their suggestions, accepting their
feelings, involving them in teaching and learning processes and
encouraging their efforts

This in turn will create a warm, supportive and positive emotional
climate in the classroom.
Such a climate enhances emotional security, encourage students to
contribute constructively to the lesson and leads to a high standard
of achievement.


TYPES OF CLASSROOM ACTIVITIES

Borich (1996) identified three types of classroom climate that the
teacher can use in different situations: competitive, co-operative
and individualistic.
In competitive classrooms, students are encouraged to compete
with one another.
These classrooms are usually teacher led with little autonomy for
students.
Competition can be motivating to students, while teacher-led
class- rooms have been found to enhance achievement. In co-
operative classrooms the emphasis is on students co-operating,
with the teacher intervening to steer students towards learning
goals.
Co-operative classrooms are effective at developing important co-
operative learning skills, which can enhance student achievement.
In individual classrooms, the emphasis on individual work with a
minimum of teacher intervention.
This type of classrooms can help in development of independent
learning skills. However, an effective teacher varies classroom climate
according to intended goals.
By removing and replacing the threat of failure' by a friendly,
cooperative social community in which cooperation as opposed to
competition', we can make the classroom a busy, happy place to be
in'.


General Aspects of Classroom
Management
Management of classroom routines, including non-academic routine,
administrative routine, pupil movement routine, task management
routine, learning routine and interaction routine.
Management of classroom discipline, including strategies and
methods to control and address discipline problem in the classroom.

Aspects of
Classroom
Management
Non-academic
routine
Administrative
routine
Pupil
movement
routine
Learning
routine
Interaction
routine
Classroom
discipline
Concept of Classroom Management
Classroom management is a multifaceted matter, which concerns all
aspects of life in school especially pupils personalities and teachers
craft and attitude, including all aspects of physical facilities in the
classroom.
In general, classroom management is an art or practice of managing
pupils, physical facilities, and activities; so as to create a learning
environment and climate conducive to teaching and learning in the
classroom
Thus, classroom management can be explained as a process to
establish and maintain a conducive learning environment for
teaching and learning to attain its educational objectives.
It also can be viewed as the co-operation between the teacher and
pupils to manage the problems of all aspects of life, activities and
physical facilities in the classroom.

Good managers also carefully arrange their classrooms to minimize
disturbances and make sure that instruction can proceed
efficiently; they set up their rooms according to the following
principles:

i. Teachers should be able to see all students at all times.
ii. Teaching materials and supplies are readily available.
iii. High traffic areas should be free of congestion.
iv. Students should be able to see instructional presentations.
v. Procedures and routines should be actively taught in the
same way that academic content is taught.
Highly Directive
Humanistic
Democratic
Models of Classroom Management
Several methods exist to guide you in your quest for appropriate management
techniques.
These methods cover an array of models from highly directive behaviorist techniques
to democratic and nondirective, facilitative procedures.
Highly directive models of classroom
management

It occurs when teachers direct students behavior and control them
with the use of external rewards and punishment.
Instructional methods that accompany this model are lecturing, drill
and practice, and questioning.
Because few students are engaged at one time, this model has
recently come under scrutiny.
Assertive Discipline
An approach advocated by Lee Canter, is a behaviorist model of
classroom management that maintains teachers have the right to
establish rules, require student compliance and expect parental and
administrative support.

Behavior Modification, a concept proposed by B.F. Skinner, is also
highly directive. In this model, behavioral problems are defined and
measured to determine what antecedents (triggers)
or consequences (reinforcers) must be adjusted to successfully guide
behavior. Punishment is an option in these models. Three types of
acceptable punishments can be considered: private and consistently
applied reprimands, time outs that remove the student from the
reinforcing situation, and response cost of which a token system is
the most common.
Democratic models of classroom management
Jacob Kounins and Rudolf Dreikus theories of classroom
management typify the Democratic Model. As its name implies, the
democratic model allows students to participate in the management
of the classroom.

Kounin maintained that teachers should prevent misbehavior rather
than dealing with it once it occurs.
The greatest involvement occurs through the use of small group
activities.
During small group activities, teachers should make students
accountable, have alerting cues and vary activities to prevent
boredom.
Rudolf Dreikurs advocated logical consequences to misbehavior
instead of punishment in his Democratic Model of classroom
management.
He believed that children make errors in their assumptions regarding
what behaviors lead to desired goals.
For example, often students who want attention get it by
misbehaving.
Teachers who give too much time and attention to misbehaviors are
reinforcing the very behavior they want to diminish.
For this reason, minor misconduct often ceases when teachers stop
supporting the undesired behavior with attention.
Logical consequences relate to the misconduct and seek to rectify
the wrong.
A policy of requiring students to assist in cleaning the room when
they leave trash on the floor is an example of a logical consequence.

Harry Wongs democratic model advocates a businesslike approach.
It is currently used in many induction programs.
Learning students names, explicitly teaching routines and
establishing a simple list of rules complete with consequences for
violation and rewards for compliance, all combine to create an
environment of security for students.
According to Wong, both praise and criticism should be specific;
teachers should praise students publicly, while criticism should be
given privately.

Humanistic models of classroom
management
Humanistic models of classroom management are the most student-
centered and the least directive in their approach.
Carl Rogers advocated that students should have freedom to learn.
According to Rogers, the goal for students is self-discipline and
teachers should be facilitators as opposed to directors.
The instructional methods that accompany Rogers model are inquiry
learning, group projects, and self-assessment.
Students are viewed as important participants in the learning
process.
While Rogers did not advocate total permissiveness, he believed a list
of rules would violate the autonomy of students.
While the humanistic model communicates warmth and caring, it is
not well suited for beginning teachers, as it lacks specific
recommendations.

Classroom interaction for Conducive
Learning Environment
Interaction refers to a process or activity in which two or more people
act together or co-operatively in a certain environment or situation.
Classroom interaction can be referred as a process of co-action and
reaction between and one or more pupils in a classroom during teaching
and learning.

Learning Environment
Teacher
Pupils
Learning
Obective
Learning
Materials
(content)
Types of Interaction
One-way interaction from teacher to pupils
Passive learning
No interaction between pupil and pupil.
Teacher-centred

Two-way interaction between teacher to pupils
Active teaching and learning activities
Close relationship between teacher and pupils
Pupil-centred

Two-way interaction among pupils and pupils
Active learning activities.
Close relationship among pupils
One-way interaction between teacher and pupils, i.e through teachers
guidance.
Mastery Learning

Multiple-way interaction between teacher and pupils as well as between
pupils and pupils
Active teaching and learning activities.
Relationship between teacher and pupils, as well as between pupils and
pupils are close.
Optimum use of pupils role
Guided inquiry-discovery.

Importance of interaction in Teaching-
Learning
Enables a teacher motivate pupils so that they would concentrate
with interest in the teaching-learning activities within the classroom.
Promotes close relationship between the teacher and the pupils in
the class.
Interaction during teaching-learning session is considered necessary.
Exchange of information or idea between teacher and pupils need a
two-way interaction.
Strategies to create effective classroom
interaction.
Techniques for building on pupils
responses to establish dialogue
Teachers use prompts such as oh, ooh, ah, give opinions and
draw on personal experiences, e.g.
Pupil: Ehm, its a guitar with laser
stringsits for teenagers that actually know
how to play the guitar
Teacher: Ah, now I have to say I think thats
going to appeal to people who play guitar. I
know my sister plays the guitar, it drives her
mad every time the strings break

Encouraging children to feedback to
each other
Teachers invite pupils to respond to each others answers for
example:
- Teacher: Ok ready three, two, one, show
me, brilliant, [pupils name] read it out for
me please.
- Pupil: Fourfour hundred and twenty
thousand.
- Teacher: [Pupil] thinks shes got four
hundred and twenty thousand, anybody
want to disagree?

Drawing on pupils input to shape lessons
Teachers actively engage pupils in developing the lesson for
example
- Pupil: You could rotate it [a shape] and then that would fit.
- Teacher: Ooh rotate it then
- Pupil: Ok, ehm right [laughs]... pause as pupil tries to draw rotated
shape
- Teacher: It is a bit tricky isnt it? Can you on the whiteboards in front
of you try and rotate the shape? [teacher opens the task to the whole
class]

Use open questions to stimulate
discussion
Teachers use open questions which invites multiple answers and
encourage children to discuss and negotiate a final answer for
example
Teacher: Ok what things are important in
instructions? If we were going to write a
checklist for when I do this with my class
next year, what things would you say to
them? What would have to be in your
instructions?

Verbal and non-verbal communications is important in the
interaction process
Teacher should acquire questioning skills to
initiate and sustain interest for interactions, and
apply positive reinforcement
Teacher should practice democratic leadership
style to enhance conducive socio-emotional
climate
Teachers have to apply various teaching
approaches and strategies
Teachers have to acquire computer manipulation
skills to facilitate interactions in a multimedia
class
Classroom communication for conducive
learning environment.
Turney et. Al (1992) defines communication as the sharing of
messages or attitudes that produce a degree of understanding
between a sender and a receiver.
What is conducive classroom environment? Conducive classroom
helps in promoting a favourable mood or atmosphere in a classroom
to ensure an effective teaching and learning process to take place.
First and foremost, teacher plays the role of a manager in the
classroom. Effective management skills is important to manage a
primary school classroom properly.

COMMUNICATION
sharing of messages or attitudes that
produce a degree of understanding
between a sender and a receiver.

CLASSROOM COMMUNICATION
Process which involves mutual
exchange of information and ideas
between a teacher with one or more
pupils.
Types of communication
VERBAL
Involves the process of
information or idea transfer
verbally from one person to
another
E.g.: the teacher as
information sender and the
pupils as listeners and
receivers.
Effective when the pupils
received the clear information
The teachers intonation must
be clear and audible
NON-VERBAL
Sending message by signals
such as hand signal, head
movement, facial expression
E.g. : nodding the head may
carry the meaning as a sign
of consent
Provide positive
reinforcement to the pupils
during the learning process
Also includes CLASSROOM SETTING:
arrangement of desks, talks,
chalkboards, notice boards
Besides verbal and non-verbal communication,
Conran (1984) classified classroom communication into two categories,
that is:

PROACTIVE COMMUNICATION:
a direct form of communication which enables a teacher to give order, instruction,
or to structure a task.

Proactive= controlling a situation by making things happen rather than waiting for
things to happen and then reacting to them

INTERACTIVE COMMUNICATION:
An interpersonal communication which allows teacher and student or group of
students to explore and discuss openly with mutual respect and trust.

Interactive= that involves people working together and having an influence on each
other
CLASSROOM COMMUNICATION
for TEACHING-LEARNING
ACTIVITIES
that involves
classroom
communicatio
n
EXPOSITORY
TEACHING
QUESTION-
ANSWER
SESSION
DISCUSSION
SESSION
EFFECTIVE CLASSROOM
COMMUNICATION TECHNIQUES

In order to have effective classroom communication, the teacher
must acquire and apply explaining, questioning, and listening skills
and techniques efficiently.

Effective
explaining techniques
Important teaching technique for transmitting information to students
in the classroom.
Teachers must acquire explaining skills for effective classroom
communication
Effective techniques:
Use clear steps to explain a topic/issue
Use direct language and avoid jargon
Repeat the difficult points
Use interesting tone of voice
Use eye contact to hold the attention
Allow opportunities to ask questions
Effective
questioning techniques
Used as testing student understanding
in teaching and learning

Important technique in classroom
communication, especially during the
question-answer sessions

The aim of questioning:
To draw attention
To stimulate students thinking skills
To train students to respond correctly

TECHNIQUES of asking
questions:
Ask clearly, briefly and
confidentially together
with facial expressions
and intonation
Give sufficient time for
students to respond
Avoid asking rhetorical
questions
Provide hints or
rephrase the question
when the student could
not answer.

Effective
listening
Important for two-way communication, especially during discussion
sessions
The teacher has to listen accurately the ideas and suggestions given by the
students so as to respond appropriately according to the content and
feeling expressed during the classroom session.
Strategies to improve listening skills:
Listening attentively to the whole verbal communication
Do not prejudge students ideas or the value of the
message
Indifference and not get distracted by emotional words
used by the student.
Ways to communicate effectively
Communicate Respectfully
Teachers and students demonstrate respectful communication in the
following ways:
- Use a tone that is honest and tactful, choosing words that are
appropriate to the situation.
- When taking on a listening role, make eye contact and focus on the
speaker.
- Speak in turn, never interrupting the speaker.

Repeat Your Message in Different Ways
While most communication in a classroom starts verbally, many students
don't take in what they hear the first time. Effective communication
requires using different techniques in communication.
Consider what visual tools can help you in addition to your verbal
communication.
Check for Understanding
A teacher should always check for understanding. The simple question,
"Do you understand?" will not result in much information, as most
students will either nod or sit passively.
Students can write down one sentence that summarizes what they think
the lesson or lecture was about, or they can write a question they have
about the lesson.
In a one-on-one conversation, a teacher should ask the student to repeat
the main point or outcome of the conversation.
Nonverbal Communication
Effective communication in the classroom requires careful use of these
nonverbal cues.
A teacher who rolls her eyes at a student's question sends a louder
message than her careful and expert verbal response.
A disapproving stare can work wonders on a student who is off task.
Encourage Open Forums.
Students dont just learn from sitting still.
They benefit more from being allowed to participate in classroom
discussions and stating their own opinions.
Some teachers encourage students to use their own words when
explaining a particular point.
Meanwhile, others like to ask their students to arrange themselves in a
circle. This is one of the most effective communication strategies for
teachers because it makes it easier for everyone to understand one
another.
Forming a circle also gives off the feeling that everybodys equal and
that ones opinion should not dominate the entire activity.
Always Do A Recap.

After every lesson, it is advisable for you to give a recap or to ask a
student to give one. Deemed an effective communication strategy for
teachers, doing recaps helps the students consolidate everything
they have learned for the past hour or more into their heads. Before
they leave the classroom, youll have ingrained the lesson into their
heads.
Factors of communication barriers
Anxiety
If a student is anxious and unsure, they're less likely to speak up in
class.
Anxiety stops students from participating in group discussions
because they don't want to be made the center of attention, and
they're afraid of other people's opinions of them. Getting rid of
anxiety is one of the chief ways of helping to facilitate two-way
communication.


Language
Language is the primary way of communicating thoughts and ideas. If
the teacher and the students don't speak the same language, this can be
a major communication barrier.
If the teacher speaks English, and the students are mostly English as a
Second Language students, then there will be communication problems,
since the students may not understand everything the teacher says.
Management of classroom discipline
Class Management : the art of carefully preparing, presenting,
disciplining and controlling activities.
Discipline : is about teaching people appropriate behaviour and helping
then become stronger or more in control of his or her emotions and
being independent and responsible.
Discipline problems are listed as the major concern for most new
teachers
Causes of discipline problems in the
classroom

Personal issues
for example:
anxiety
depression
eating disorders
attention deficit disorder
learning difficulties
other emotional and behavioural problems.

Peers
Students who are bullied by their peers are also prone to discipline issues
in the classroom.
Although many students who are bullied become withdrawn in the
classroom to prevent calling attention to themselves, others act out.
Often students who bully are abused at home, leading them to lash out at
their classmates. In rare cases, students lash out and attack their
classmates in class or even their teacher.
Perception
If your student feels you don't like him, you're not protecting him or
supportive of him, he could become a discipline problem in the
classroom.
Feelings of abandonment, lack of voice and depression affect
students who feel like you don't care about them.

Lack of acceptable outlets for feelings
Another source of discipline problems is the lack of acceptable outlets for
expressing feelings.
Don't run. Don't fight. Don't throw food.
Most teachers have rules so students know what not to do, but we rarely
teach students what to do instead.
Students need emotional, behavioral, and intellectual skills for following
rules.

Attacks on dignity
When a student's dignity is attacked, he will protect himself in
whatever way he can, even at the cost of his relationship with the
teacher and possibly his education.

Strategies to handle discipline problems
in classroom.
Fairness is Key
Students have a distinct sense of what is and what is not fair.
Teacher must act fairly for all students if you expect to be respected.
If you do not treat all students equitably, you will be labelled as
unfair, and students will not be keen to follow your rules.

Avoid Confrontations in Front of Students
Whenever there is a confrontation in class there is a winner and a
loser.
It is much better to deal with discipline issues privately than cause a
student to 'lose face' in front of their friends.
Keep High Expectations in Your Class
Expect that your students will behave, not that they will disrupt.
Reinforce this with the way you speak to your students.
When you begin the day, tell your students your expectations. For
example, you might say, "During this whole group session, I expect you
to raise your hands and be recognized before you start speaking. I also
expect you to respect each other's opinions and listen to what each
person has to say."
Be Consistent
If one day you ignore misbehaviors and the next day you jump on
someone for the smallest infraction, your students will quickly lose
respect for you.
Your students have the right to expect you to basically be the same
everyday. Moodiness is not allowed. Once your lose your student's
respect, you also lose their attention and their desire to please you.
Make Rules Understandable
Teachers need to be selective in your class rules.
You also need to make them clear.
Students should understand what is and what is not acceptable.
Teachers should make sure that the consequences for breaking your rules
are also clear and known beforehand.
Classroom discipline
ROLES OF TEACHER
Roles of Teacher
1. Facilitate and help remove the barrier of
learning

Teachers fear that students with more control will not want to learn
what the teacher wants to teach. This is Theory X type thinking.
An examination of McGregor's (1967) Theory X and Theory Y would
help teachers to understand that students want to learn.
If the barriers to their learning were reduced, then students will of
their own intrinsic nature will want to learn.
2. Improve the self-esteem of children

Children who have poor self-esteem are more likely to be discipline
problems. (Edwards, 1994)
Kohn (1994) makes this point in an article which rebuts the positive
correlation between self-esteem and achievement.
Kohn states that "it is entirely possible that children who feel good
about themselves are not necessarily high-achievers or caring people
- and yet, at the same time, that those who doubt their own worth
are even less likely to be so" (p. 272).
3. Manage the class by settling the routine

Routine is what makes teachers successful and allow teachers the
chance to teach.
The quicker the routine is established, the quicker the teacher can do
the teaching.
Routines: entering the classroom, leaving the classroom, when
student conversation is allowed, where books are expected to be,
when students can leave their seat, and student classroom conduct.
Each teacher is different. Each teacher has to establish their own
individual routines that they feel comfortable enforcing.
Teachers are responsible for managing students. Some teachers refer to
this as control.
The most common issue that is managed with students has to do with
students adhering to the routine established by the teacher or policy
established by the school.
Disciplinary confrontations are usually minor if routine has been
established and school policy is clearly stated and observed by the
teacher.
4. Motivating

The motivating role of teachers encompasses attempts to create
conditions within a classroom which will energize, direct and sustain
students' performance.
In the classroom, motivation is observed as students show interest
and enthusiasm, and give attention and concentration to learning
tasks.
Motivation is closely related to self-concept and to personal
needs. (Maslow, 1970)

CLASSROOM
MANAGEMENT
STRATEGIES FOR CLASSROOM MANAGEMENT
Annoying classroom distraction
The students and teacher should first discuss and then write a
"group" contract adopting acceptable classroom rules and
procedures by the end of the first week of school.
Periodically review the rules and procedures of the classroom until
the students can successfully adhere to them.
Use simple verbal reprimands when the misbehavior occurs. Make
sure that they are to the point, moderate in tone, and private (e.g.,
"Stop talking and work on your math problems, please").


Give praise to the entire class as frequently as possible (e.g., "Thank
you for working so quietly," or "I'm delighted to see you all working
so well today").
Intervene as soon as possible in order to prevent the misbehavior
from occurring (e.g., say "Harry, may I help you with your
assignment?" when the student begins to show signs of frustration).
Use facial expressions to convey to the student that the misbehavior
was not totally overlooked. Circulate around the room frequently, to
avert potential behavior problems.

Argumentative students
Evaluate the situation that led to the confrontation.
Do not back the student into a corner. Leave room for options.
Do not make threats that cannot be carried out.
Allow your emotions to cool before approaching the student.
Maintain the appearance of control at all times. Use a clear, firm
voice.
Give the child an opportunity to speak his/her piece.
Allow for role-playing, doing role reversal.
Behavior problems
If possible, meet with the child and describe in exact terms the
behavior you find unacceptable in the classroom.
During the discussion, explain the reason(s) why you find the
behavior unacceptable.
Be sure the child understands that it is not he/she who is
unacceptable, but rather the behavior.
Let the student know exactly what will happen if the problem
continues.

Lack of motivation
Do everything possible to make sure the physical needs of the
student have been met. Has he/she eaten breakfast? Had enough
rest? Can he/she see the board clearly, hear clearly, etc.?
Make your classroom interesting and stimulating to the students.
Show your students that you take an interest in them. Show that you
like them and that they belong in your classroom.
When developing practice worksheets, use the students' names and
some things you know about them to teach a concept.
Use the concept of students' working together to encourage one
another (e.g., cooperative learning groups).
Discipline problems
Suggestions to reduce discipline problems
Make expectations known
The No. 1 strategy that a teacher can use to reduce disciplinary
problems is to make expectations known very early on in the class.
Most students will comply if expectations are clear.
The first day of class, lead the student in a discussion about the
expectations and the rationale each for them.
It is a good idea to post the expectations in a prominent location in
the classroom.
At the very least, periodically verbally review the expectations.


Be consistent
Make consequences for misbehavior known and apply those
consequences consistently.
Students are very in tune to inconsistencies in classroom
management and will react with inconsistent behavior.
In the absence of consistency, students quickly lose respect for the
teacher, the teachers lose control of the class and the entire cycle
creates chaos in the classroom.
This situation is avoided by consistently applying consequences for
rules violations.


Use a seating chart

If a teacher can determine which students are likely to chat with each
other during class, those students can be separated.
A seating chart also allows a teacher to position students so that the
transition to group or partner work can be accomplished without a
major interruption or demand on class time.
Get to know your students
Getting to know your students is another strategy that will facilitate
classroom management.
Research indicates that knowing something about your students and
establishing a quality teacher-student relationship facilitates
academic success.
If a teacher can engage a student on a personal level and can
comment on extracurricular involvement, the student may see the
teacher's interest as genuine care and concern in her as a person, not
just as a student.


Omitting distractions
If you are lecturing, keep students engaged by randomly asking them
questions, or to read aloud or otherwise participate.
This can stop students from acting out or causing problems in the
classroom.
If students are bored or unengaged, they may be more inclined to be
disruptive or cause problems.


Creating a positive environment
Positivity in the classroom will create an environment of mutual
respect between students and teachers, instead of instilling fear.
Reinforce proper, respectful behavior by students when it occurs.
With a positive and respectful environment in the classroom,
students will feel less of a need to behave poorly.


Summary And Conclusion
The learning environment is comprised of the physical and the
psychosocial aspects.

An effective teacher must be competence to create a conducive learning
environment, providing rapport and a sense of belonging for the pupils
to learn.


An effective teacher should be able
display the following qualities:

Establishing a conducive learning environment

Establishing simple direct rules and fair discipline

Displaying competencies in teaching and learning with knowledge and
profound understanding of educational psychology and pedagogy

Developing well-organised, well-structured and meaningful lessons
Establishing good order and control based on good management of
pupils

Building rapport with pupils

Displaying high qualities and proficiency

Conveying motivation, high expectation and positive reinforcement

REFERENCES
Mok Soon Sang. (2012). Educational Psychology and Pedagogy:
Learner and Learning Environment. Selangor : Penerbitan
Multimedia Sdn. Bhd.

http://solocommunication.blogspot.com/2009/10/newcombs-
model.html