3. Reflections: Which is your classroom; is it safe & comfortable? Pair 1 Individual 2 Group Mixed 3 4

4. Arrangement 1

5. Arrangement 2

6. Arrangement 3

9. Personal Theory 1: Physical Environment Physical climate is firstly about safety Then COMFORT & AMBIENCE Does the social climate support the physical? We need a HAPPY place to study Grouping Interaction Discipline

10. Personal Theory 2: Social Environment People enjoy being with friends They work well in GROUPS WHEN AND WHY? HOW?

13. Interaction/ Communication I Bored/ Lazy students Least Effective . The teacher attempts to maintain one-way communication with students in the class.

14. Interaction/ Communication II Students do not learn from friends More Effective . The teacher tries to develop two-way communication with students in the class.

15. Interaction/ Communication III Good outcomes for students and teacher Even More Effective . The teacher maintains two-way communication with students and permits some communication among students on a formal basis

16. Interaction/ Communication IV Best potential for excellent outcomes: NOISE? Most Effective . The teacher becomes a participant in the group and encourages two-way communication among all members of the group

19. Discipline OR does this happen in your class? Friendly teacher: NOISY CLASS?

20. Students skip class..?

21. Students do not do homework..?

22. Parents are not always cooperative..? What is this school’s major disciplinary problems?

23. Teacher- Directed Do you do this?

24. Guidelines Teacher-Directed Discipline The child should understand clearly what it is he is being punished for . 4. Punishment is more effective if child has the choice of engaging in an activity that is an acceptable alternative to the behavior . 5. The same treatment should not be used repeatedly 6. It is generally better if reprimands can be delivered privately , rather than publicly, to the pupil concerned. 7. Greater firmness at the onset of misbehavior may be more effective than the practice of gradually escalating the intensity. 3. Punishment, if it must be used, should come early in a sequence of misbehavior and should be systematically applied . 2. Punishment is more effective if the teacher already has a positive relationship with the pupil. 1.