CR 502 - Techniques of Classroom Management

In addition to providing rules and procedures that deter misbehavior, an effective classroom management framework provides a teacher with which of the following? * An accomplished level of performance rating in T-TESS * Meaningful relationships with administration * A foundation for student accountability * A method for creating meaningful objectives

* A foundation for student accountability

Match each time management strategy to its description. * Chunking * Transitions * Delegating

* Chunking - Breaking a lesson into "blocks" and asking students to "think-pair-share" and work periodically directly with the material * Transitions - Preparing students to move to the next activity quietly and quickly * Delegating - Having student helpers collect papers and pass out materials while beginning the lesson

Which of the following positively impact a student's ability to feel safe in the classroom? * Classrooms perceived as fair * Completing meaningful activities * Strong relationships * Respect for all students

* Classrooms perceived as fair * Strong relationships * Respect for all students

To better manage the classroom, effective teachers do which of the following? * Arrange the furniture so that you can see all students faces at all times * Consider student needs in arranging the room by leaving space for walkways so students can access materials with minimal disturbance to others * Plan for disruptive students to be sitting together to minimize teacher movement * Arrange the furniture to promote interaction as appropriate

* Consider student needs in arranging the room by leaving space for walkways so students can access materials with minimal disturbance to others * Arrange the furniture to promote interaction as appropriate

Which of the following are key components of the classroom management framework? * Discipline * Consistency * Prevention * Expectations for learning

* Consistency * Prevention * Expectations for learning

If a student openly defies you, what is the best way of addressing the problem? * Publicly "have it out" with the student because others are watching and could feel that sort of behavior is ok * Caution the student every day that you are just waiting for the time when you get to send him to the office * Ask other students to go to the classroom next door while you privately engage with the confrontational student * Deescalate the situation and speak with the student privately

* Deescalate the situation and speak with the student privately

According to the Dr. Wong article, which of the following statements is true? * Discipline has no penalties and procedures have penalties. * Discipline concerns how students behave and procedures concern how things are done. * Discipline must be explicitly taught and procedures occur naturally. * Discipline concerns how things are done and procedures concern how students behave.

* Discipline concerns how students behave and procedures concern how things are done.

The Tricks of the Trade video for quirting the classroom suggested which of the following? * Raise your voice one level * Don't' raise your voice * Stop instruction until the students recognize that you are waiting for them * Use signs or clapping

* Don't' raise your voice * Use signs or clapping

Which of the following strategies are suggested as prevention measures for the classroom? * Establishing rules, procedures, and behavioral expectations * Posting ten rules for the classroom * Being consistent when applying discipline * Developing appropriate relationships with students

* Establishing rules, procedures, and behavioral expectations * Developing appropriate relationships with students

Select the critical elements for effective classroom management. * Expectations for learning * Respect * Prevention * Consistency

* Expectations for learning * Prevention * Consistency

Unfortunately, consistency enforcing rules does not help students feel comfortable and safe. * False, when rules are not consistently enforced, all students feel safe to act as they wish and learn well. * False, when rules are not consistently enforced, students don't feel safe and focus on the environment rather than learning. * True, when rules are consistently enforced, students intrinsically react with fear when misbehavior occurs. * True, when rules are consistently enforced, research has shown that students do not feel a sense of safety.

* False, when rules are not consistently enforced, students don't feel safe and focus on the environment rather than learning.

Which of the following are examples of negative consequences? * Tammy received a sticker for following directions. * Frank went to "recovery" to gain control over his actions and calm down. * The class earned five minutes of free time at the end of class for coming in and getting right to work. * Bess received "the look" and Ms. Tames moved next to her desk.

* Frank went to "recovery" to gain control over his actions and calm down. * Bess received "the look" and Ms. Tames moved next to her desk.

Juan is a new students in Mr. Nix's fourth period ELA class. Mr. Nix has noticed that Juan comes in alone, sits down at his table and begins to work. He never responds to questions and doesn't appear to contribute to table talk. How can Mr. Nix help Juan feel safe in his classroom? * He should have some one-on-one talks with him to build trust. * He could make Juan the table leader so he would lead the discussion. * He should ask him direct questions in large group settings. * He could try and get him to join his chess club.

* He should have some one-on-one talks with him to build trust. * He could try and get him to join his chess club.

Mr. Phillips is struggling with discipline. He spent weeks at the beginning of the year patiently telling his students to be quiet and pay attention. One day, he was tired and yelled at the students for several minutes, his face turning red and making wild gestures. The next few days all went well, but then he yelled again, running his hands through his hair making it stand up. Now, every day students challenge him and hope to get him to "put on a show." Which principles has Mr. Phillips violated? * Not involving the administrators to get the students under control * Not maintaining a calm demeanor--Mr. Phillips is contributing to the chaotic feeling in the classroom * Consistency--students are not sure which version of Mr. Phillips they will see on any given day * Ineffective use of consequences--the only consequence is Mr. Phillips yelling at the class which the students are finding entertaining

* Not maintaining a calm demeanor--Mr. Phillips is contributing to the chaotic feeling in the classroom * Consistency--students are not sure which version of Mr. Phillips they will see on any given day * Ineffective use of consequences--the only consequence is Mr. Phillips yelling at the class which the students are finding entertaining

Ms. Rains, the new teacher, is struggling to manage her classroom. She appears disorganized because she is constantly misplacing papers that her students hand in during the day. Her students are also always asking "What do I do now?" because they finish their assignments well before she had planned to transition to another activity. Which of the following strategies should she focus on to get on track? * Over plan for her lessons. Have plenty of activities aligned to the objective(s) and set up regular routines for students when work is complete * Avoid confrontations with students during instruction * Enforce rules fairly and consistently * Set up classroom procedures for turning in work, explicitly teach them, and hold students accountable for using them

* Over plan for her lessons. Have plenty of activities aligned to the objective(s) and set up regular routines for students when work is complete * Set up classroom procedures for turning in work, explicitly teach them, and hold students accountable for using them

Mr. Garcia is a 3rd-grade teacher who has a student who receives special education services because she has difficulty controlling her behavior. At the ARD meeting, the committee write a Behavioral Intervention Plan that states her misbehavior is to be ignored and positive behavior should receive positive consequences. Which of the following are positive consequences he could consider using for his student? * Praise on-task behavior * Allowing the student to use the last five minutes of class to work on an iPad as a reward * Giving the student a sticker for every 5-minute period without disruption * Ignoring misbehavior

* Praise on-task behavior * Allowing the student to use the last five minutes of class to work on an iPad as a reward * Giving the student a sticker for every 5-minute period without disruption

The Dr. Wong article in Lesson 3 states which of the following about discipline and procedures? * Procedures should be explained and modeled, rehearsed and practiced, and re-taught until they become habit or routine. * Discipline concerns how students behave and procedures concern how things are done. * Discipline has penalties and rewards and procedures have no penalties or rewards. * Procedures are the foundation that set the class up for achievement.

* Procedures should be explained and modeled, rehearsed and practiced, and re-taught until they become habit or routine. * Discipline concerns how students behave and procedures concern how things are done. * Discipline has penalties and rewards and procedures have no penalties or rewards. * Procedures are the foundation that set the class up for achievement.

Teachers should include which of the following practices to their classrooms to create a positive culture? * Provide a "recovery" area * Use empathy * Use commands and sarcasm * Use delayed consequences

* Provide a "recovery" area * Use empathy * Use delayed consequences

Ms. Neuma, a 2nd-grade teacher, arrives at her lunch break frustrated and exhausted every day. It takes her 10 minutes of nagging, redirecting, and yelling to get her first graders from the playground to the cafeteria for lunch. She told students her expectations on the first day and wonders why they don't follow them. What should she do next? * Re-teach the expectations and use some class time over the new few days to have the students practice the procedure and give them feedback. * Partner with the teachers of older students and ask the older students to make a video demonstrating how to behave when going from the playground to the cafeteria. * Start automatically sending students who do not comply to the office for consequences. * Make rules that are more strict and provide consequences such as silent lunch or missing recess.

* Re-teach the expectations and use some class time over the new few days to have the students practice the procedure and give them feedback.

When misbehavior does occur in the classroom, it is important to do which of the following? * Raise your voice in a threatening manner to model control * Respond in a calm and clear voice to model control * Respond only after you have given the student a change and ignored the behavior twice * Respond to raise fear in students so they see you mean business

* Respond in a calm and clear voice to model control

Mrs. Harper, a new teacher, was so busy before school started that she decided to focus on lesson planning and not worry about how she arranged her classroom. She arranged the desks in long rows of six. Recently, she noticed that students seem to wander the room while looking for supplies. She mainly teaches from the front of the classroom. It is crowded with little space to move and monitor the students who present behavior issues. What steps can she take to improve her classroom? * Rethink the arrangement of the desks in the room so she can easily move around and have very few students in the green zone at any given time * Reexamine where materials are kept and move them to locations that allow students efficient access * Contact parents and ask them to review classroom rules with their children * Teach students routines for materials or making transitions and have them practice those routines

* Rethink the arrangement of the desks in the room so she can easily move around and have very few students in the green zone at any given time * Reexamine where materials are kept and move them to locations that allow students efficient access * Teach students routines for materials or making transitions and have them practice those routines

Samantha is a new biology teacher. On the fiorst day she told her students that she expects them to come into the classroom quietly, go directly to their seats, start working on the warmup activity, and not mess with any equipment that is out. Over the next few days, students come in talking with their friends and moving materials Samantha has prepared for class. They don't start the warmup activity unless she yells at them to get to work. Samantha is not happy with the way things are going, but she doesn't believe correcting the students will make a difference. Select all the items that are going wrong. * Samantha has not been consistent in enforcing her procedures and expectations. * Samantha does not have high expectations. * Samantha has not called parents or involved administrators. * Samantha did not follow the "teach, practice, do" method of teaching procedures.

* Samantha has not been consistent in enforcing her procedures and expectations. * Samantha does not have high expectations. * Samantha did not follow the "teach, practice, do" method of teaching procedures.

Rebecca Alder, in her Edutopia post, shared which of the following strategies for rules and routines in her classroom? * She shared that she found it most effective to have a few routines and procedures and many rules. * She shared that students will expect a couple of warnings and then a consequence when they don't follow a procedure. * She shared that she found it most effective to have few rules and many routines and procedures. * She shared that when a rule is general like "Be respectful to all." that students will automatically understand what that means.

* She shared that she found it most effective to have few rules and many routines and procedures.

Ms. Essex is a new middle school social studies teacher. Several of her students in first period are disruptive during class. She has tried to ignore their behavior and writing them up. According to the video in Lesson 1, what are some strategies she should try to improve their behavior? * She should ask the assistant principal to come into her first period class and observe them. * She should greet students at the door and build strong relationships with her students. * She should be patient and give them time to learn how to behave in her classroom. * She should talk privately with them to try and learn the underlying cause of their misbehavior.

* She should greet students at the door and build strong relationships with her students. * She should talk privately with them to try and learn the underlying cause of their misbehavior.

The Edutopia video in Lesson 1 states that research indicates classroom misbehavior: * Should be corrected by applying the same strategy for all students so they all learn to respond appropriately * Should be addressed privately and the student should be encouraged to reflect on the misbehavior * Can be dealt with by engaging in power struggles with students and winning * Is due to academic frustration 20% of the time because the assignment was too difficult or they didn't understand it

* Should be addressed privately and the student should be encouraged to reflect on the misbehavior * Is due to academic frustration 20% of the time because the assignment was too difficult or they didn't understand it

Ms. Nixon teaches high school chemistry. She knows that she is expected to have her students complete two labs with each unit and is concerned about how much time it will take from other instructional activities if things do not go smoothly. Which of the following potential problems would be identified as procedural concerns? * Students take a long time to clean up, and there is never time at the end of the period for closure or summarizing learning. * As the class transitions to the lab tables, a student asks to use the rest room and after 20 minutes is returned to the classroom by a teacher who found the student in the cafeteria. * One student drops another students' pencil in a beaker of mild acid to see if it would melt. * Students will mill around the classroom for 10 minutes before going to their lab tables and getting started.

* Students take a long time to clean up, and there is never time at the end of the period for closure or summarizing learning. * Students will mill around the classroom for 10 minutes before going to their lab tables and getting started.

Which of the following are examples of positive consequences? * Bess received "the look" and Ms. Tames moved next to her desk * Frank went to "recovery" to gain control over his actions and calm down * Tammy received a sticker for following directions * The class earned five-minutes of free time at the end of class for coming in and getting right to work

* Tammy received a sticker for following directions * The class earned five-minutes of free time at the end of class for coming in and getting right to work

As shared in the video with middle school students, the students thought it was fair for: * Teachers to discipline students in the classroom in front of their peers and get on with class. * Teachers to allow students to misbehave sometimes because that is what kids do. * Teachers to hold students accountable for what they are supposed to do in class. * Teachers to write names on the board and send them into the hallway when misbehaving.

* Teachers to hold students accountable for what they are supposed to do in class.

Before school starts tomorrow, Mr. Ganeda is creating the rules for his American History class. He has written the following. No disrespectful comments during discussions. Do not arrive late for class. No talking without permission. Ms. Tomez, his teaching partner, told him they are not effective. Why not? * They are not broadly written * They are not stated in the positive * They are not enforceable * They are not clearly stated

* They are not broadly written * They are not stated in the positive * They are not enforceable

Effective classroom management can be developed: * Through applying one super management strategy that works for everyone and is consistent. * Through applying many management strategies that recognize the differences in people. * By being friendly and smiling so students will do what you want them to do. * By listing the misbehaviors you have seen and creating rules to address each.

* Through applying many management strategies that recognize the differences in people.

Match each classroom strategy to its description. * Treat all students equitably by building trust and respect * Expect that students will behave and hold them accountable * Avoid down-time. Make sure you have activities for the day. * Avoid stopping instruction, but address behaviors.

* Treat all students equitably by building trust and respect (Be fair) * Expect that students will behave and hold them accountable (Have high expectations) * Avoid down-time. Make sure you have activities for the day. (Over plan) * Avoid stopping instruction, but address behaviors. (Deal with disruptions)

When you circulate around the room and arrange the room with a group of desks that are accessible, you create a situation in which students are never in the green zone for an extended period of time. * True, when teachers arrange desks in groups, students are never in the green for long periods. * True, when teachers circulate around the room, students are never in the green zone for long periods. * False, when teachers arrange desks in groups, students are always in the green zone. * False, when teachers circulate around the room, students stay in the same place.

* True, when teachers circulate around the room, students are never in the green zone for long periods.

Match each classroom strategy to its description. * Use both good and bad days as learning opportunities. * Stay calm and approach the situation professionally. * Enforce rules in the same manner with all students. * Make sure to explicitly teach these so students know them.

* Use both good and bad days as learning opportunities. (Start fresh every day) * Stay calm and approach the situation professionally. (Avoid confrontations) * Enforce rules in the same manner with all students. (Be consistent) * Make sure to explicitly teach these so students know them. (Easy procedures)

All of the following are strategies for managing time in the classroom EXCEPT: * Implementing transitions * Implementing procedures * Using delegation * Using fair and clear consequences

* Using fair and clear consequences