Entry #5: Effective Learning Environments

 Dear Diary,

    This week's reading focusing on effective learning environments has by far been my favorite because the contents are simple and make perfect sense. I believe effective learning environments are prerequisites for student engagement, and yield greater outcomes regarding content-related lessons. Effective learning environments include strategies that teachers use to create a positive, productive classroom experience" (Slavin, 2020). That process is called classroom management.

    A quote that I agree with related to effective learning environments is "a class with no behavior problems can by no means be assumed to be a well-managed class" (Slavin, 2020). Classes that are well-managed include students who exhibit good classroom behavior, but also include students who are engaged, interested, and motivated (Slavin, 2020). Classes that are well-managed use effective systems for addressing undesirable behaviors. Systems for discipline should be used for addressing negative behaviors, and to prevent them from reoccurring without risking the use of instructional time (Slavin, 2020).

    Time management has a direct impact on effective learning environments. Engaged time is defined as the time students spend actually learning, while allocated time refers to the amount of time students have the opportunity to learn (Slavin, 2020). Beneficial strategies for maximizing instructional time include:

-preventing classroom interruptions, for example, hanging a sign on the door to let visitors know that learning is taking place. 

-implementing routines for smooth, quick transitions, for example, calling students to line up by rows instead of individually. Establishing signals to use instead of having to give students a new set of expectations each time the class shifts into a new activity is also an efficient strategy.

-maintaining the pace of instruction so students are constantly on-task.

-minimizing time spent on discipline. Intentional teachers should implement methods for redirecting behaviors that do not interfere with the flow of instruction (Slavin, 2020). Overlapping, or the "teacher's ability to attend to interruptions or behavior problems while continuing a lesson or other instructional activity" (Slavin, 2020), is an excellent way to address challenging behaviors without forfeiting instructional time.

    Research suggests that establishing productive learning environments are most effective when plans for doing so are implemented at the start of the school year (Slavin, 2020). This includes stating clear expectations and creating opportunities for students to practice. Classroom rules, or expectations, should not be excessive in length or number - they should be simple, while addressing a variety of behaviors (Slavin, 2020). In instances where students choose not to comply with what has been established in the classroom, strategies that support the principle of least intervention should be applied. This includes giving non-verbal cues or reminders, praising specific students for illustrating the actions you want to see in other students, and applying consequences when necessary. With this, teachers must be careful not to engage in power struggles or give students the attention they want for the approval of their peers (Slavin, 2020). For more severe and repeated behaviors, ABA programs may be beneficial such as using daily report cards. This method allows students to be more responsible for their own behaviors, and also informs their parents or guardians of their progress as well. Other methods for addressing more severe behaviors include identifying the root cause(s) of the problem(s), and using peer mediation (Slavin, 2020).

Reflection:

    Establishing positive learning environments are essential components to teacher and student performances, so much that we are rated on the standard of how well we create and maintain them. Several of the suggested strategies for effective learning environments I have implemented in my own settings based on trial and error. For example, I've learned not to assume students know everything, even if I feel they should. I've done this by thinking I could "save time", and simply read over the class syllabus and rules without practicing with my students. In the end, I actually wasted a lot of time by having to revisit and teach classroom expectations. I've also learned with teaching and establishing rules, less may be the better option. Similar to teaching content, it's best not to overload students with a lot of information. Because rules can be few and cover a variety of behaviors, it's best to illustrate exactly what you want to see from students, leaving no room for assumptions. 

    Although I try to meticulously plan and organize my classroom routines and procedures, I've experienced challenges with students failing to comply with set expectations. I have learned one solution to this is building intentional, positive, and meaningful relationships. For more severe behaviors, I have learned that ABA techniques are effective as well. With several students in the past, I've used daily report cards and realize when students are able to visually keep track of their progress, they will work harder to reach their goals. 

Reference

Slavin, R. E. (2020). Educational Psychology: Theory and Practice (13th ed.). Pearson Education.