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Chapter 13 Notes

by: Kenziej218

Chapter 13 Notes CEP 315

GPA 4.0

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About this Document

These notes are from the powerpoint and cover the important material from Chapter 13 of the textbook
Educational Psychology
Cathy Parisi
Class Notes
learning, enviornments, Education, Psychology
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This 2 page Class Notes was uploaded by Kenziej218 on Saturday July 23, 2016. The Class Notes belongs to CEP 315 at Rhode Island College taught by Cathy Parisi in Spring 2016. Since its upload, it has received 6 views. For similar materials see Educational Psychology in Psychology at Rhode Island College.


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Date Created: 07/23/16
Chapter 13: Creating Learning Environments Classrooms Need Organization • They are multidimensional. • Events happen simultaneously. • Events are unpredictable. • Classrooms are public. • Classrooms have histories. Goals of Classroom Management  Access to learning  remember participation structures  More time for learning  allocated time  engaged time (time on task)  academic learning time  Self­management Routines and Rules • Procedures:  how activities are accomplished, seldom are written down • Rules:  dos and don’ts of classroom life, usually written—differ for age level, should be  positively stated, general, and short • May need to TEACH procedures and rules, especially for elementary aged students. • Consequences should be natural and logical, if possible. Spaces for Learning • Action zone—area where most interaction takes place • Need personal territory and interest areas Prevention is Vital to Classroom Management • Withitness—being aware of everything happening in the classroom “eyes in back of your head” • Overlapping—supervising several activities at the same time • Group focus—keeping as many students as possible involved in the activity • Movement management—keeping lessons moving at an appropriate pace Stopping Problems Quickly • Make eye contact and/or move close to offender. • Verbal hints. • Remind of rule or procedure. • Ask student to state rule or procedure. • Tell student to stop. • Offer choice.  • Bullying  Develop a strong sense of community to help combat.  Cyberbullying a newer problem. Communication • “I” messages:  I feel _______ when you ______ because….. • Reflective, empathetic listening:  paraphrase what the child has said (or what body  language/actions show) without adding any of your own thoughts • Assertive Discipline • Canter:  Nonconfrontational, clear and firm response  Consequences known prior to inappropriate action Gordon’s No­lose Method • Define the problem. • Generate possible solutions. • Evaluate each solution. • Make a decision. • Determine how to implement the solution. • Evaluate the success of the solution. Johnson’s Conflict Resolution  For peer negotiation:  Jointly define the conflict.  Exchange positions.  Reverse perspectives.  Come up with three or more agreements for mutual gain.  Reach integrative agreement.


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