WEEK 17 CREATING

CONDUCIVE LEARNING
ENVIRONMENT
Richard Rao
Victoria Jane Motoyou
Tan Sin Yi
Yew Siau Jing
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
Learnin
g
Obectiv
e
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
communicati
on
EXPOSITO
RY
TEACHING
QUESTIO
N-
ANSWER
SESSION
DISCUSSI
ON
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/ne
wcombs-model.html