Final Seminar Class (Fall 2022).

On the first work day of the new​ year, Miss Kisler plops down in your room and​ says, "I do not know why those new teachers are spending so much time thinking about a management plan. I think teachers need to be​ very, very​ flexible, and that when they get all bent out of shape about good​ behavior, it shows that they​ don't care very much about whether students feel good at school or​ not." Which of the following responses is most in keeping with current thinking about classroom​ management?

"I am pretty sure they put lots of thought into their management plans because they believe that students feel best when they operate within a predictable​ structure."

Ms. Tejera has been teaching​ first-grade for several years. She is known throughout the school as an efficient classroom manager and a​ dynamic, creative teacher who gives as much responsibility for learning as possible to her students. Which of these statements would she be likely to make about her classroom​ arrangement?

"I try to establish a physical space that supports my particular instructional goals and preferred​ methodologies."

Mrs. Stallings has her room set up as in the diagram below. Which of the following statements is most applicable to this​ arrangement?

Accessibility is generally not a​ problem, but visibility and distractibility may be issues for this teacher.

When a teacher discovers that there is a mismatch between a classroom expectation and a​ student's cultural​ norm, which of the following would not be an effective​ response?

Adhere to the expectation without​ comment, because the classroom culture supersedes individual backgrounds and experiences.

In the​ teacher's lounge one​ day, you overhear an experienced teacher commenting about one of her colleagues who has just begun teaching. She​ says, "Miss Wertheim is really warm and fuzzy with her students. She hugs them and praises their accomplishments.​ She's setting herself up for a​ struggle, because students​ won't recognize her as the authority figure in the​ classroom." Which of the following responses to her assertion

Being warm and affirming does not preclude the teacher from establishing legitimate authority with her students.

Effective teachers not only manage the classroom carefully and​ consistently, but also design interesting​ lessons, support and motivate​ students, and demonstrate good communication skills. How do these desirable behaviors relate to each​ other?

Effective classroom management facilitates the other teacher behaviors.

Miss Jolley is working with a class of​ fifth-grader students whose abilities range widely. Six students in the class have IEPs or other special learning​ plans, six students have performances in the average​ range, and six students are classified as academically gifted. Miss Jolley comes to​ you, frustrated, because on each assignment she​ gives, her gifted students finish in mere​ minutes, but her​ lower-performing students take a very long time to finish the same assignment. The​ higher-performing students get restless while they wait for the others to​ finish, and the​ average- and​ lower-performing students are beginning to resent their gifted peers. What advice might you give to Miss​ Jolley?

Give differentiated​ assignments: give the​ high-performing students more complex​ work, and adapt the​ lower-performing students' work to suit their ability levels while still meeting your curricular goals.

Which of the following statements is true regarding parent-teacher ​relationships?

In the same way teachers are intentional about building positive relationships with their​ students, they should carefully consider how to best facilitate their relationships with their​ students' parents or guardians.

Why is it so important to have​ planned, taught, and implemented rules and​ procedures?

It saves time and makes the classroom environment more pleasant and consistent.

Although they have spent years as students​ themselves, prospective teachers may not recognize classroom management strategies in action because

Many aspects of management are seemingly invisible to students.

Lucas enters your​ third-grade classroom for the first time and​ says, "Wow! All the desks are in​ rows!" If you were​ Lucas, what conclusion might you draw about the nature of instruction in this​ class?

Most work will be done​ individually/independently.

Mr. Browning regularly utilizes cooperative learning groups. He comes to your classroom after school one day and​ says, "My groups are doing reasonably​ well, but​ I'm stumped about what to do when​ I'm teaching a​ mini-lesson to one small​ group, and students in the others need help. If they get​ stuck, they either come up to me and interrupt​ me, or they just sit​ there, off​ task, until I can get to them to answer their questions. What should I​ do?" What recommendation makes the most sense in this​ situation?

Mr. Browning should​ establish, teach, and reinforce a procedure for getting help during group work.

Which of the following teacher behaviors is most obviously undertaken as a means of developing positive and supportive classroom​ relationships?

Mr. Granade tells students about himself and shows them pictures of his family.

Mr. Sawyer is a​ relaxed, down-to-earth teacher who asks his​ fifth-grader students to call him by his first name. He tells his students that he is a learner just like they​ are, and that they should think of him as another​ student, a​ co-learner. He gives them lots of choices in what they do and does not make many demands on​ them, preferring to let them develop their own motivation for completing the learning tasks set out for them. Mr. Sawyer comes to​ you, frustrated, because even though the kids seem to like him and want to come to​ school, they are not getting much​ done, and they often​ misbehave, contrary to what Mr. Sawyer would like to see. What do you think is at issue in this​ situation?

Mr. Sawyer has not presented himself as an authority figure.

Mrs.​ Fredericks, whose students sit at tables that seat four students​ each, complains to you that her children have what she terms​ "pencil problems." Either they do not have pencils when they need​ them, or they are constantly asking to leave their group tables to go to the pencil​ sharpener, or they are squabbling over which pencil belongs to which group member. Which piece of advice would demonstrate adherence to classroom management principles and be most efficient in eliminating the problems Mrs. Fredericks is​ encountering?

Place a container of identical sharpened pencils on each​ group's table, along with a container for pencils in need of sharpening.

Early contact with parents in the school year is very important. Which of the following is the best way to establish early contact with parents before school​ starts?

Send an introductory​ "get-to-know-you" letter.

Class meetings can contribute to the development of healthy and supportive classroom relationships. Which of the following is least likely to be an outcome when a teacher establishes a regular class meeting time and​ format?

Students will be less likely to interact with their peers about class issues or behavioral concerns.

Which of the following is least likely to result when a teacher takes care to establish​ healthy, supportive classroom​ relationships?

Students' investment in classroom routines and activities will be lessened because the teacher has not established​ him- or herself as an authority figure.

Which of the following statements is a teacher in an urban school most likely to say is​ false?

Teachers in urban areas should share all aspects of their lives with students as a way of demonstrating trust.

Which of the following statements most accurately reflects a caution about boundary concerns in relationship​ development?

Teachers must be mindful of the nature and scope of the relationships they develop with students.

Which of the following statements regarding room arrangement is most​ accurate?

The sorts of instructional activities you will undertake with your students should drive your room arrangement.

A substitute teacher folder can contain many​ things, among them a class​ roll, a seating​ chart, a daily​ schedule, and a list of medical information and medicine to be given. Of the information in the following​ list, which item would you say is most important to include in such a​ folder?

a copy of classroom rules and consequences

The physical environment of the classroom is

a key factor in supporting management and instructional goals.

Effective classroom managers ensure that students clearly understand classroom rules and procedures. Teachers should

actively​ teach, reinforce, and​ re-teach rules and​ procedures, being sure to give a rationale for their implementation.

Teachers must establish themselves as authority figures in classrooms because

authority is key in organizing social and work groups.

Mr. Damiano has a class goal​ of, "We always do our best​ work." Knowing​ this, what can you determine about common values Mr. Damiano would like to foster in his​ class? Mr. Damiano likely expects his students to

be fully​ engaged, be​ responsible, and attend to detail.

In terms of his or her role in establishing and maintaining a positive classroom​ climate, a teacher is most like a

benevolent dictator.

A teacher most effectively establishes procedures

by carefully considering everything that needs to happen during a school day.

When placing the​ teacher's desk or primary instructional vantage​ point, it is most important to do so in such a way that the teacher

can see all students at all times.

Although it makes sense to put the most planning emphasis on ensuring that students master curricular​ goals, teachers should also remember that

careful planning can lead students to become​ invested, interested partners in the learning process.

Classroom management is like the base of a pyramid because

classroom management sets the foundation for all other aspects of the​ teaching-learning situation.

Mr. and Mrs. Ortiz bring their daughter Elisabeta to your classroom on the morning of the first day of school. After you welcome​ her, and her parents​ leave, the best thing to have Elisabeta do would be

complete a simple puzzle at her desk.

A teacher who generally demonstrates​ high-influence behaviors and​ low-affect behaviors would most likely act in such a way that students

comply with directives and seek to meet expectations out of a sense of responsibility or fear.

Teachers who are sensitive to the importance of​ "facework" would likely

consider ways their own behaviors might impact their​ students' senses of identity.

In a classroom management​ system, the emphasis should be on

cooperation.

The most compelling reason that teachers should give​ elementary-aged students frequent feedback is that early and ongoing feedback

decreases the time students spend making errors.

Miss VanDevender wants her fourth graders to do research about different states. Each child will select a state and will then investigate its​ history, geography, primary​ industries, natural​ resources, and tourist attractions. She envisions the project extending over a​ nine-week period, culminating in a student poster session to which she invites families and other members of the school community. With regard to monitoring student​ progress, she should

define stages in the​ project, set deadlines for the completion of each​ stage, check assignments at each​ stage, and provide feedback.

The classroom environment is​ complex, and teachers must make many quick decisions throughout the school day. One way to reduce this complexity is by

developing a variety of strategies to protect classroom​ time, including establishing rules and procedures and giving students as much responsibility as possible for their learning.

Ms. Avery is a bit concerned about​ Alicia, one of her fifth graders. Alicia did not turn in a homework assignment last​ week, and Ms. Avery spoke with her about it. Alicia promised that she would be more diligent about doing her​ homework, but today she did not turn in her homework assignment. Ms. Avery decides to call​ Alicia's parents to talk to them about​ Alicia's missing work. This intervention is

effective, because teachers should not wait for a pattern of work avoidance to develop before contacting parents.

At the beginning of the​ year, teachers must make sure students clearly understand classroom rules and procedures. The most effective way to do this is by

giving a rationale​ for, describing, and demonstrating expected​ behaviors, then rehearsing them and giving the students feedback on their performance.

Higher-influence interpersonal behaviors include

goal-setting, explaining, and leading.

For long or​ multiple-part assignments, the practice of checking assignments and providing feedback at each stage is a

good idea because it helps students learn how to manage larger projects and reduces the likelihood that someone will flounder.

It is the beginning of a new school​ year, and, on the first unstructured teacher work​ day, Mr. Dennison decides to arrange his classroom instead of planning lessons or writing rules. From a management point of​ view, this is a

good​ decision, because Mr.​ Dennison's room arrangement and organization will be a significant factor in lesson delivery and in meeting​ students' needs.

It is the beginning of the school day on a cool October morning. Students in your​ first-grade class arrive at the​ classroom, and, without being​ reminded, they put their book bags in their​ cubbies, make their lunch​ choices, turn in their homework​ folders, sharpen their​ pencils, sit​ down, and begin doing their morning​ work, which you have placed on their desks. It is clear that your

hard work in teaching morning procedures has paid off.

Mr. Hammond wants to make sure that his students understand what they are supposed to do on a particular assignment. He gives out the assignment​ sheet, on which instructions are clearly​ written, and he goes over each step in the process. The best thing for him to do next would be to

have a student restate the expectations aloud for the class and then clarify any aspects of their understanding that indicate confusion.

Miss Mills wants to be sure that her students are completing their​ homework, so each​ afternoon, she has them copy the assignment instructions into their planners.​ However, even with this procedure in​ place, she finds that not all students are getting the homework done. One simple way to try to increase student accountability for homework would be to

have parents initial the​ students' notebooks after the assignments are completed.

Which of the following is least likely to be an effective method for furthering relationships with the parents and guardians of your​ students?

having them make copies of upcoming assignments

Research suggests that positive parent-teacher relationships are most directly related to

higher academic and social growth rates in students.

Two fundamental dimensions make up the interpersonal behaviors that are the basis for describing relationships. The words the authors use to describe these dimensions are

influence and affect.

Parent-teacher communication is enhanced when teachers

intentionally plan for continuing contact with parents.

Mr. Flitter wants to develop effective rules for his students. A good place to start would be

investigating the school​ rules, and making sure that his classroom rules are compatible with them.

Learning to manage a classroom is like learning how to drive because

it usually starts with a focus on the​ basics, building a foundation of​ "automatic" skills that allows the teacher or driver to focus on more complex tasks.

Miss Wiltshire is a stickler for neatness and legibility. If a​ student's work is messy or has too many erasures or​ strike-throughs, Miss Wiltshire requires the student to​ re-do the work more neatly before she will grade the content. This practice is

largely ineffective because it ultimately emphasizes form over correctness and because mistakes are part of learning for all children.

Which teacher behavior is least likely to be a positive influence on student​ outcomes?

maintaining a professional distance from students as a means of establishing and maintaining authority.

Beverly is a student who is prone to emotional outbursts when she is corrected or redirected. One morning during science​ class, Mr. Trurow notices that Beverly​ is, once​ again, off task. He walks over near her desk without saying​ anything, to see if his proximity will motivate her to begin working. It​ doesn't. He catches her eye and gives her a questioning look in hopes of redirecting her. She gives him a blank stare and slumps down in her seat. At that​ point, Mr. Trurow moves to kneel beside​ Beverly's desk, puts an arm across the back of her​ chair, and whispers to​ her, "I notice​ you're not working on your​ assignment." Mr.​ Trurow's strategy is not likely to do which of the​ following?

make Beverly feel that her reputation or competence is being called into question

A teacher who has not given a lot of thought to her management system might get frustrated that students begin packing up their belongings long before the school day is officially at an end. If this were your​ classroom, the best action to take would be to

make clear your expectations for how the day​ ends, and develop and reinforce procedures accordingly.

Procedures are typically established for all of the following​ areas, except which​ one?

managing those behaviors that are dangerous and always unacceptable in the classroom or school

Which of the following would the authors likely recommend with regard to managing public​ failure?

normalizing mistakes and failure as an integral part of the learning process

Ms. Wise encloses her​ "reading nook," which is set up in the back of her​ classroom, with​ four-foot-tall bookcases on three sides. This arrangement is

not a particularly good​ idea, because there may be times when she cannot see the children in the nook.

Mr. Pine teaches science and often requires his students to complete experiments that utilize microscopes and other lab materials. After he demonstrates the process he wants them to​ follow, he dismisses them to the lab tables at the back of his classroom. He commonly identifies a​ "materials manager" for each small​ group; this student is in charge of gathering the materials needed for each​ day's work. Given this​ scenario, the best place for Mr. Pine to store his materials is

on shelves or tables near the​ students' work space.

Miss​ Livingston's garbage can and pencil sharpener are located near the door to the hallway. This arrangement is likely to be

problematic, because students may spend more time than is desirable either traveling to the area or in the area itself as they look to see who is passing in the hallway.

When giving directions for group​ work, you should

put students in​ groups, give them the​ instructions, ask them to restate the​ expectations, and then give them their materials.

Which of the following academic activities might be best for Miss Tigerfish to do with her​ second-grade students on the first day of​ school?

reading a book to the​ class, having a discussion about​ it, and having students do an art project that shows an event from the story

It is most likely that a teacher will use positive and negative consequences to

reinforce​ students' compliance with her expectations.

During the first day of​ school, Mrs.​ Chen's class is responding well to her teaching and reinforcement of rules and procedures.​ Max, however, seems to be having some difficulty controlling his impulse to talk when others are talking. When she corrects​ Max, Mrs. Chen should

remind him of the rule that he is​ breaking, and communicate a​ gentle, but​ clear, expectation that he follow it.

By teaching and reinforcing rules and​ procedures, and by pressing for full student engagement in all learning​ activities, teachers can enhance​ students' belief that

school tasks are meaningful and that they will be successful at​ school-related work.

The first consideration in planning the classroom space should be

setting up the classroom so that instruction and activities can be done easily and well.

The students in Ms.​ Andre's fourth-grade class are on task and efficient during their writing seatwork. They access their​ materials, head their papers​ consistently, and work steadily until Ms. Andre asks them to put their work away in preparation for the next lesson. As you observe them​ working, you realize that Ms. Andre

should do a more has likely taught a set of procedures to her students and has reinforced them until all students do them consistently.

Miss Vickers recognizes that classrooms are​ busy, complex places. She knows that utilizing her knowledge about classroom management will allow her to

simplify the complex classroom environment and let students know what is expected of them.

​Generally, the foundation of the planning decisions a teacher makes is the

state and local curriculum guidelines.

A​ teacher's major goal at the beginning of the year is mostly likely to be

strengthening​ students' beliefs that school tasks are worth doing and that they can be successful.

Classroom teachers are not encouraged to use which of the following methods for establishing and maintaining home-school ​relationships?

surveying parents about whether or not they are fully able to meet their​ child's educational needs.

It is almost time for a new school year to​ begin, and you are carefully considering what your first few days with students will be like. You know it is critical to pay extra attention when planning​ early-in-the-year activities because

the beginning of the school year sets the stage for the remainder of the year.

A teacher​ who, when correcting a student for being off​ task, leans over the student and​ whispers, "You need to get busy. I​ swear, you're just getting lazier and lazier as the school year​ progresses!" could be said to be insensitive to facework because

the comment attempts to correct misbehavior by criticizing the​ student's character.

You are spending a day observing in Mrs.​ Fletcher's classroom. For the most​ part, things go​ smoothly, except when it is time for students to transition into sustained silent reading. The general practice at this time is that students go to their​ cubbies, grab their​ snack, stop at the water fountain if they need​ to, and pick a book from the bookshelves. The water fountain is located at the center of the back wall of the​ room, the bookshelf is on the right side of the water​ fountain, and the cubbies are to the left. You notice that quite a bit of time is lost during this​ transition: a long line forms for water and students crowd the bookshelves. Two kids start​ horse-playing at the water​ fountain, and water is splashed onto a third child who is selecting a book. It becomes obvious to you that

the physical space​ is, at least in​ part, contributing to the bumpy transition because of the backlog of students around the water fountain and the bookshelves.

With regard to classroom​ relationships, the authors assert that

the quality of classroom relationships directly impacts student learning and behavior.

Question content area top Part 1 When a class runs smoothly and with a minimal amount of wasted​ time, it is likely that

the teacher has carefully planned a set of clear expectations and has taught and reinforced them with the students.

Question content area top Part 1 One problem teachers sometimes encounter when they want children to work independently is that

the teachers have not been clear enough about what the students are to​ do, so students keep coming back and asking for clarification.

The authors suggest that instead of pointing out students who are not meeting​ expectations, the teacher should call attention to those who are behaving as​ instructed/expected. The most likely rationale for this recommendation is that

this approach reduces the negativity that would be associated with a correction directed to those who are not meeting the expectation.

At​ meet-the-teacher night, Mr. Carter is pleased to see that almost every child is there with at least one family member. Mr. Carter wants to know which of his students will have home access to a computer. The best way for him to get this information is to

use a written questionnaire that asks about preferred means of contact and about technology availability at home.

Miss Dawes has a practice in her kindergarten classroom that only the very best papers get posted on the bulletin board in the hallway. This practice is

well​ intentioned, but​ lacking, because some students will​ rarely, if​ ever, produce a paper that is good enough to be displayed.

It is the first day of​ school, and​ five-year-old Markus is really upset because he does not know which bus to ride. You go to talk to​ him, and he is clearly feeling threatened and frustrated. You respond to his concerns by​ saying, "Oh​ no! I hope you have not missed the​ bus! That would be a terrible thing to have happened on the first day of​ school! And your mom will probably be really​ mad!" It is likely that your response

will make Markus feel even more upset and afraid.

Which of the following statements is a​ goal?

​"Follow directions correctly the first​ time."

The teacher in the classroom next door to yours comes over to​ you, saying,​ "I just cannot seem to find enough time to teach everything I need to teach these​ days! It is crazy...where does the time​ go? And these​ kids! They cannot stop touching each​ other, talking, and playing with stuff.​ Today, while Ellie was waiting in line to wash her​ hands, she actually dropped a pencil down​ Javon's shirt. He got mad and jumped​ up, accidentally whacking Martin in the knee with his chair. It was​ chaotic, and I am so​ frustrated!" Which of these responses would be best for you to make in this​ circumstance?

​"Have you thought about rearranging the​ room? Changing the traffic flow and eliminating opportunities for kids to be​ "too close" might reduce the time the kids are​ wasting."

Mr. Barron comes into your classroom and​ says, "Wow. I am so happy. My students are really​ 'getting it.' They are all turning their work​ in, and it is all accurate. They​ don't see much point to a lot of​ it, but they are getting it​ done." Given what you know about student​ accountability, you think to​ yourself,

​"Hmmm...the kids​ aren't really engaged by the​ work, even though what they submit is accurate. Maybe they need help understanding the purpose of the​ work."

Ms. Lavender comes into your room at the end of the first day of school.​ "Hot dog! I taught a lot of​ procedures, and the kids did so​ great! My professors were​ right; students do really need to practice doing things the way I want them done. Today went so well. I bet that​ tomorrow, the students will be able to meet my expectations almost​ perfectly." You think to​ yourself,

​"I am glad it went​ well, but just because students can follow a procedure once​ doesn't mean that​ they'll automatically do it consistently​ forever."

Mr. Walls is a​ third-grade teacher. A couple of weeks before school​ starts, he comes to​ you, saying,​ "I have heard that when teachers let their students make the​ rules, the students behave​ better, so I think​ I'm going to try it.​ I'm thinking of letting my students make up their own rules. What do you​ think?" Your response is

​"It's not a bad idea to have students involved in rule​ creation, but in​ general, the teacher should have an idea of what behaviors must be covered by​ rules."

Mr. Bryson is telling you about his first day of​ school, and he​ says, "On Day​ One, I'm all about establishing myself as an authority figure and making sure that students understand my behavioral expectations. I​ don't particularly concern myself with their feelings or their​ attitudes." Which of the following responses would the text authors be most likely to give to Mr.​ Bryson?

​"Making sure students behave appropriately​ doesn't mean that teachers​ can't also consider student feelings and​ attitudes."

Mrs. Lampkin teaches fifth grade at your school and is complaining about her​ students' seeming lack of motivation to complete their assignments.​ "I tell them exactly what they need to​ do, and I am even flexible about when assignments are​ due! As long as students get them in sometime during the grading​ period, I am okay with it. But even though I am as flexible as can​ be, they do not get the assignments turned in. I​ declare, students today just do not care about their​ work!" In reviewing the​ conversation, you think to​ yourself,

​"Sometimes teachers can be too flexible. Establishing firm due dates and making only occasional exceptions is a good accountability​ practice."

A teacher has the​ rule, "Do not talk during​ class." Which of the following restatements would be more​ effective?

​"Speak at appropriate times in an appropriate​ voice."

Ms. Abrams visits you and​ says, "I have been trying to be really deliberate about letting my students know why I am asking them to do each assignment or activity. We now have a​ 'Why Am I Learning​ This?' moment before each​ lesson." You think to​ yourself,

​"Wow. She's doing a good job helping students understand not only what to​ do, but also why she is asking them to do it. I bet that helps them focus on how useful each activity​ is."

According to the​ text, which of the following teacher responses is most likely to facilitate productive teacher-student ​relationships?

​"Wow. Your hard work on this project really shows. You put in a lot of​ time, and you earned a really good​ grade."

Ms.​ Fluke's first-grade students often do their​ work, but for some​ reason, they fail to turn it in. When she is grading​ papers, Ms. Fluke finds herself rummaging through their desks and​ folders, often finding complete​ (but crumpled) papers that she ultimately​ takes, grades, and returns. A principal might suggest several things to help Ms. Fluke with this issue. Which of the following is most in keeping with strong classroom management​ practices?

​"You should develop a system for how papers are to be turned​ in, then​ teach, practice, and reinforce student​ compliance."

Before the school year​ starts, Mr. Duncan mails a letter to his students and their families. In the​ letter, he writes about himself and his​ interests; he also previews some of the things the students will be doing during the upcoming year. He includes a list of needed supplies and invites parents to volunteer their time in different ways on behalf of their children. His practice is

​effective, because it may reduce some of the anxiety the students feel about coming to​ Meet-Your-Teacher night or to the class on the first day.

Miss Temple gives her students a​ "bubble gum​ ball" assignment sheet. The sheet shows the outline of a bubble gum machine filled with small circles. Each time a student completes and submits an​ assignment, he or she gets to color one of the gumballs and put the score in the center. When a​ child's gumball machine has the required number of colored​ circles, the child is given 20 minutes of time on the computer. This procedure is

​effective, because it provides feedback to​ students, involves them in​ self-monitoring, and motivates them to complete assignments on time.

Ms. Jonas is teaching a mathematics lesson on telling time to the half hour. After giving a​ mini-lesson that contains guided​ practice, she gives each student a worksheet that asks them to apply their new learning. As soon as she is finished going over the​ instructions, she moves to her desk at the back of the classroom and begins preparing for reading groups. This practice is

​ineffective, because Ms. Jonas should be circulating the room and monitoring​ students' progress.

Miss McGuire has recently earned her teaching license​ and, as part of her​ program, learned how to make a web page. When she is hired to teach second​ grade, she sets up a web page as the primary means of communication with parents. Her idea is

​ineffective, because it assumes that all parents will have access to the website.

In​ general, phrasing rules with the word​ "don't" in them is

​ineffective, because it does not help students think of the actions they should be demonstrating.

Mr. Twigg​ says, "I​ can't wait to spend some time really thinking about and reflecting upon different possible room arrangements for my new classroom. The way the space is set up is the first really critical decision I will make to ensure that my students and I have a successful​ year." Mr.​ Twigg's statement is

​true, because room arrangement and organization are key aspects of smooth classroom management and can directly impact student achievement and behavior.

Three words that describe major considerations a teacher needs to make when considering room arrangement are

​visibility, accessibility, and distractibility.