Creating a Productive

Learning Environment

Presented by:
1. Erna Kristuti
2. Agusman Halawa

Yayayasan Anak Terang

Mandatory Meeting
July 3rd, 2018
Learning environment
 Physicall, psychological and instructional
atmosphere
 Positive/Productive learning environment
is vital to student’s success and impacts
students in many ways. It allows students
to feel comfortable and confident as
learners.
 Negative learning environment adversely
affects students in many ways such as low
achievement, poor behavior and students’
anxiety or depression.
VIDEO TYPES OF TEACHERS
VIDEO TYPES OF TEACHERS
Strategies
 Keep students on task
 With-it teacher
 Manage the classroom
 Deal with Miss behavior
 Keeping Students on Task

 Effective teachers keep students on task

by:
◦ Keeping students productively engaged and on
task
◦ Choosing developmentally appropriate tasks
◦ Providing structure and support so students
know exactly what they need to do
◦ Adequately planning for transitions

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 “With-it” Teachers

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 “With-it” Teachers
 “With-it” teachers know what students are doing at all
times in the classroom.

 They regularly scan the classroom for misbehaviors.

 They make regular eye contact with students.

 They know when, and often why, misbehaviors occur.

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 How “Expert” Teachers
Manage the Classroom

 Rather than focusing on what students

are doing wrong, expert teachers:
◦ Modify their instructional strategies so that
students are more productive
◦ Ask, “How can I better capture students’
interest and excitement? Are my students
bored?”

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 Dealing with Misbehaviors

 Misbehavior is any action that has

the potential to disrupt students’
learning and planned classroom
activities.

 Teachers should plan ahead, as

much as possible, when
considering how to deal with
misbehaviors.

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 Helpful Strategies for Dealing
with Misbehavior
 Cue the student by using a signal that indicates the
desired behavior
 Discuss the problem privately with the student
 Teach self-regulation strategies

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 Helpful Strategies for Dealing
with Misbehavior
 Use behaviorist approaches, such as applying extinction
and/or reinforcing an incompatible behavior
 Use a combination of cognitive and behavioral
techniques
 Confer with parents

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 Aggression and Violence at School

 Aggression is more likely at

school and in places with
minimal supervision than
any other place.

 Most aggression at school

involves psychological
harm, minor physical injury,
and destruction of
property.

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 The Roots of Aggression
and Violence

 Lack of perspective-taking
 Misinterpretation of social cues
 Poor social problem-solving skills
 Poor home or neighborhood
environment
 Belief that aggression is an appropriate
way of resolving conflicts
Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.
Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 Early Warning Signs of
Violent Behavior
 Social withdrawal
 Excessive feelings of isolation,
rejection, or persecution
 Rapid decline in academic
performance
 Poor coping skills and lack of
anger control
 Inappropriate role models
 Excessive alcohol or drug use
Jeanne Ellis Ormrod
Educational Psychology: Developing
Learners, sixth edition
 Sense of superiority
 Lengthy grudges
 Violent themes in drawings
and written work
 Intolerance of differences
 History of violence
 Inappropriate access to
firearms
 Threats of violence
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
 Preventing School Violence

 Create a schoolwide environment that

minimizes the potential for aggression and
violence

 Intervene early for students at risk

 Provide intensive intervention for

students in trouble

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 Recommended Strategies to
Combat Gang-Related Hostilities
 Develop, communicate, and enforce clear-cut policies
regarding potential threats to school safety

 Identify the specific nature and scope of gang activity

 Forbid symbols that signify membership in a particular

gang

 Actively mediate between-gang and within-gang disputes

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 Taking Student Diversity
into Account
 Some students from lower SES
backgrounds are exposed to violence
almost daily.
◦ Their classroom should feel affectionate, safe,
and orderly.

 Remember that some “misbehaviors” may

be culturally dictated.
◦ Inappropriate behaviors in one culture may be
appropriate in another culture.
Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.
Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
WHAT STUDENTS REALLY THINK
What makes a good teacher?
 Has smile on her face
 Respects each other
 Does pretty fun worksheet and freetime
 Gives candy everyday and no homework
 Is polite
 Gives the fun stuff
 Has smile on her face
 Gives reading books
 Extremely kind and enthusiastic about
teaching/no homework
 The teacher we already have
Students’ words toward our
productive learning environment
 You’re the best teacher in the world
 Happy birthday
 Thank you for being really kind teacher
 Thank you for encouraging me
 Thank you giving great learning
experience
 Thank you for understanding me
 Thank you and good luck in your carreer
Be the right man behind the gun
CLASSROOM MANAGEMENT
Goals of Classroom Management
 Successful classroom management –
begins with goals
◦ Guide out actions
 Effective Classroom Management:
◦ Creating a positive classroom climate
◦ Creating a community of learners
◦ Developing learner responsibility
◦ Maximizing time and opportunity for learning
 Classroom Management
 Creating a Positive
Classroom Climate
◦ Learners feel physically &
emotionally safe,
personally connected to
both their teacher &
their peers, & worthy of
love & respect
◦ Bullying/other harmful
acts – not tolerated
◦ Positive classroom
climate – essential
Classroom Management
 Creating a
Community of
Learners
◦ Positive emotional climate
= learning community –
a place where you & your
students all work together
to help everyone learn
◦ Involved all students
◦ Student help in developing
procedures
◦ Respect for all
 Classroom Management

 Developing Learner
Responsibility
◦ Helping students learn
to be responsible – one
of the biggest challenges
◦ Talk about it, teach it,
help students
understand the
consequences for
behaving irresponsibly
◦ Ongoing effort
 Classroom Management
 Maximizing Time
& Opportunities
for Learning
 Allocated time
 Amount of time a
teacher/school designates
for a content area
 Engaged time
 Time students are paying
attention & involved in
learning activities
 Academic learning
time
 Student are successful
while engaged in learning
activities
Creating Productive Learning
Environments
 Communicating Caring
 Organizing Our Classroom
 Preventing Problems through Planning
Communicating Caring
 Caring – refers to a teacher’s investment
in the protection and development of
young people
◦ Caring teacher – heart of productive
learning environment
 Research – students are more
motivated & learn more in classrooms
where they believe teacher like,
understand & empathize with them
Organizing Our Classroom
 Classroom organization – a professional
skill that includes:
◦ Preparing materials in advance
◦ Starting classes and activities on time
◦ Making transitions quickly & smoothly
 directions
◦ Creating well-established routines
 Turning in papers, going to the restroom, lining up
for lunch
 Classroom Physical Environment

Classroom design
adaptations

Problem Language Hearing Problems

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
 visual Problems
Health & physical disorder

Attention
Disorder

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
Preventing Problems through
Planning
 Creating Procedures & Rules
◦ Procedures – routines students following in
their daily learning activities (how papers are
turned in, when to sharpen pencils)
◦ Rules – guidelines that provide standards for
acceptable classroom behavior.
 When consistently enforced – reduce behavior
problems & promote a feeling of pride &
responsibility in the classroom community
◦ Periodically review existing rules and
procedures
◦ Acknowledge students’ feelings about
classroom requirements
◦ Enforce rules consistently and fairly
 Continually monitor
what students are doing
Observe and record the
students’ behaviors and learning.
DISCUSSION
 What kind of ideal learning environment
can you design in your classroom?
 What values will you promote in order
to create productive and positive learning
environment?
 How can you handle some distractions
which are disruptive in the learning
environment?