Reflection 5

 Chapter 11 discusses effective learning environments.  Classroom management can help with behavior and scholar engagement.  There is also some level of time management that comes into play when we are in charge of a whole classroom. “Providing an effective learning environment includes strategies that teachers use to create a positive, productive classroom experience through a process that is often called classroom management.” (Slavin, 2021, p. 280)


One of the first things that comes to mind is that all the things that make the classroom a positive and productive learning environment are dependent on the scholars and the teacher. The environment, rules, expectations, and norms of the classroom are set up and maintained by the teacher. 


Time management for teachers can be the time spent on actual teaching content but also the time given for assignments. It also can account for the time that is spent on behaviors. Figure 11.1 in Chapter 11 shows that scholars were only engaged 60% of the time.  This means that there is time spent on other things. 11% of the time was spent on non instructional tasks.  This can look different based on the types of behaviors in the classroom. 


Some of the things mentioned that are important in my classroom are transitions, overlapping, and nonverbal cues.  It might sound odd, but it was nice to read some of the things I deal with on a minute-by-minute basis and to know that they have a name. 


Transitions are important in my classroom.  I spend more time on them than in most classrooms, so of course I found those points interesting.  Sometimes even transitions can be used to teach concepts that the scholars can benefit from.  We teach strategies to deal with transitions. 

I use a lot of overlapping in the classroom. Overlapping is when you as the teacher address behaviors without stopping what you are doing at the moment.  In my classroom, I am often seen handling stims and other behaviors while continuing with instruction.   I do this a lot by proximity, getting physically closer to my scholars.  I also do this with visuals that are in my classroom. Having clear routines and structures that scholars can follow on their own or with little support aid in this process.  


I also have to use a lot of reading nonverbal cues.   I pay attention to the scholar's nonverbal cues and with setting up a safe environment for my scholars they get used to reading my nonverbal cues as well.  While we are teaching, scholars give us several cues and if we know our scholars then we can read the subtle indicators of not understanding, frustrations, or other emotions.  




No AI used in this response  


Slavin, Robert E.. Educational Psychology: Theory and Practice (p. 280). Pearson Education. Kindle Edition. 

Slavin, Robert E.. Educational Psychology: Theory and Practice (p. 282). Pearson Education. Kindle Edition. 

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