Creating Effective Learning Resources:

What are some common routines and procedures that are implemented school-wide?

(a) taking and keeping of attendance (b) dealing with tardy students (c) issuing passes to leave the classroom or building (d) having students in after school (e) recording and reporting grades (f) using the school library (g) dealing with ill students (h) issuing failing notices (i) conducting parental conferences

What is a good set/example of some appropriate general rules that might be established? (5)

1) Be prepared (with books, paper, pencil, and so on when you come to class. 2) Be in your seat and ready to work when the bell rings. (you may have them working on a starting assignment, have them be ready with homework, or have notebooks open) 3) Take care of your classroom and respect other people's property. 4) Be polite and respectful. (covers verbal abuse, fighting, talking back, and general conduct) 5) Obtain permission before speaking or leaving your seat. (Address exceptions to this rule such as when to sharpen pencils, throw away trash, and go to teacher's desk for assistance.)

Walter Doyle describes 6 characteristics that reflect the complexity and potential for classroom problems. What are these 6?

1) Classrooms are multidimensional - many activities must be managed and supervised. Records must be kept and students kept on task. with individual needs requiring attention and consideration. 2) Activities occur simultaneously. 3) Things happen quickly. (events can happen quickly and frequently and require immediate response) 4) Events are often unpredictable. 5) There is little privacy. Students observe how the teacher handles unexpected events and discipline problems. 6) Classrooms have histories. Students have memories of what happened earlier and remember how you, the teacher, handled a problem and treated other students, who gets privileges and whether you keep promises.

What are some basic routines and procedures you should have for any classroom?

1) Enter the classroom and starting class 2) checking attendance 3) passing out materials 4) collecting and checking homework You should, for instance, have a short activity ready when students enter the classroom (e.g. a problem or question on the overhead or a few pages to read) that they will complete as you take care of routine activities.

Ideas to help with teacher stress and burnout:

1) Learn to laugh - put things in perspective. 2) Prioritize responsibilities - what really must get done? 3) Do relaxing exercises. 4) Watch your diet. Caffeine, sugar, and unbalanced meals can create stress and dependency if not fulfilled. 5) Meditation

What is a 6 step no-lose conflict resolution strategy. (6 steps)

1) The problem or conflict is clearly determined 2) Possible solutions are generated, with teacher and student/class presenting equal number of ideas. 3) All of the ideas are evaluated and those that are unacceptable are rejected. 4) Remaining ideas are ranked and the best solution is selected 5) A determination of how to implement the selected solution so that all parties are satisfied 6) An assessment of how well the solution works

What are some of the advantages to having a monthly calendar?

1) it can be helpful in dealing with absences 2) Students know what activities are completed on a given day and know what assignment was given 3) It also gives your better students the opportunity to work ahead so they can work on other individual projects Additionally, announcements, messages of recognition, and motivational messages (e.g. awards, birthdays, accomplishments) can be shared with the class through the calendar.

The Kounin model What 4 skills are needed?

1) withitness - environmentally aware 2) overlapping activities 3) group focusing 4) movement management (smooth lesson transitions, appropriate pace)

First day planning - what are some suggestions to plan out?

1. Seating slips. Pass out seating slips and have students sign them. Collect them in order, separating each row with a paper clip. It is often wise to count and inspect the slips as they are collected. If you don't, you may find slips signed by "Snow White" or not signed at all. 2. Books. Assign books to students, keeping an accurate record of assigned book numbers. Books sometimes get lost or stolen. Remember, you or the student will replace any unreturned book. Have a short activity for students to do as you distribute books. 3. Assignment sheet. Distribute an assignment sheet with at least one week's work on it. Explain it to students. Make your first assignment short, interesting, involving, and not dependent on the textbook. 4. Class discussion. Discuss unique contributions of your subject that make it important and relevant to them. 5. Homework. Discuss assigned homework topic. Pose some provocative questions. 6. Marking system. Give a brief explanation of your grading system, when you collect homework, when tests are administered, and so on.

Student's demonstrate X % better retention when working with partners v. listening to lecture.

60% Students must be taught how to work with partners. Teach students to: Work together Lean in to speak Whisper Give, receive, encourage & compliment Teach that cooperative practice relates to the workplace, not the friendship.

contingency Contracts

A formal, written agreement between a teacher and student for a student to earn a desired privilege or reward.

Reward Mechanisms

A more formal system of reinforcement. Example: Token system Menu of rewards with cost A few tokens - no homework for a night 3 tokens - listen to music Can be difficult to find best trade options. Ask students directly what they might want, or potentially just observe them during their free time or after they finish work to get clues for what may be used as a reinforcement idea.

Reality Therapy

A strategy that helps students take responsibility for examining and solving their own problems. Still students must be guided so that they become responsible individuals. When a student exhibits inappropriate behavior they need to be assisted devising a realistic plan for achieving more appropriate behavior. No punishment is in this therapy, but a student is removed until a plan is worked out and a commitment for change has been agreed upon.

Behavior Modification

Based on BF Skinner approach to rewards. This is the basic positive reinforcement, negative reinforcement, positive punishment, negative punishment management scheme.

Why should the school calendar be consulted when planning?

Certain days or weeks require special steps to avoid potential behavioral issues. Days before a holiday, week before spring break or Christmas as well as big games, pep rally's compete for attention and thus a highly motivating and interesting activity set will be needed to compete successfully.

According to Wong and Wong, when does student respect generally get developed/established?

During the first few days and even first few minutes.

What are some practices teachers and schools can use to combat bullying?

Establish classroom rules against bullying Hold classroom discussions about bullying. Additionally: • Take immediate action when bullying is observed. • Respond in a timely manner to all reports of bullying. • Provide protection for students who are bullied. • Establish an effective system for reporting bullying. • Engage students to promote the norm of a bully-free classroom and school.

Establishing routines Advantages? Examples?

Establishing routines helps with later efficiencies. Having children have a routine for lining up for lunch, recess.. helps move processes that can take minutes into seconds. The earlier they are established the more use you get from the routines.

Getting started - first days of school What do experienced teachers do? What about inexperienced teachers?

Experienced teachers begin the first day of school or class with an activity. Often it is begun with classroom management procedures. School should be viewed as a serious place to learn (not a place to go have fun). Inexperienced teachers often want to begin the first day/class with a fun activity, but this is not advised.

Applying Consequences. What is the general rule of thumb and some examples. Outside of the general ROT for more complicated/severe what are some possible consequences?

General rule of thumb is to be firm and have the consequence simple and logical. Examples: for many infractions, simply have them go back and do it right. For running in the hall, have them go back and walk properly. Writing on the desk, requires cleaning the desk. Making a mess requires cleaning it up. For more complicated/serious issues: 1) Loss of privileges. 2) Exclusion from group activity 3) Written reflections on problem 4) Visit to the principal's office 5) Detention 6) Suspension and expulsion 7) Contact with parents

What are some basic causes of misbehavior?

Getting to the root of behavioral issues can take some digging as it can be influenced by forces and pressures inside and outside the classroom. Home Environment The Teacher Personality Health Problems

When teaching POV what is a way to help with making it relevant/meaningful or something younger students can understand?

Have them tell you how the story would change if this other character told the story? If this isn't done, they have the tendency to change a lot of events in a story rather than being forced to stick with the knowns.

Inner Discipline

Idea is to focus on helping children develop their own self-discipline by owning up to their mistakes, thinking through solutions, and correcting their misdeeds while leaving their dignity intact.

Quick descriptions: Self-discipline approach Instructional approach Desist approach

Idea that students can evaluate and change to appropriate behavior Idea that well-planned and well-implemented instruction will prevent classroom problems Idea that teacher should have full regulatory power in the classroom

What is a good way to deal with seating in the beginning of the year?

In the beginning it is good to have a pocket-type seating chart, allowing students to initially select their seats. Most likely you or your students will request some changes in seating during the yeear and during the first class meeting allow them the opportunity to select a seat. Have them put their names on slips of paper and then put in a request by putting their name into the pocket.

Why is teacher approval so effective? What do you have to watch out for when using teacher approval as a positive reinforcer?

It is effective as it does several things when done right. It helps build students' self-confidence, competence and self-esteem. Be careful with overuse though as using the same phrases can begin to lose their meaning. Additionally, praise can't be a simple "Good" to be effective as a reinforcer. It has to be specific, genuine. Examples: (1) Thank you , Jessica, for opening the door for Rachel" (2) Robert's point about pollution really synthesizes the ideas we have been discussing.

Getting to know students. Why? What to do to assist?

It is important to have a good relationship with each of your students. Remembering they are unique in personality, experience, language facility, academic potential, attitude, and home environment. Try to learn about their home environment, special needs/problems, and what interests them. Learn names as soon as possible to show interest (seating chart makes this easier) It is advisable to know more, so an info card complted during the first class period can help provide some info.

What is at the core of the self-discipline approach to classroom management?

It is overall democratic and is built through the establishment of a working teacher-student relationship. it is based on the premise that students can be trusted to evaluate and change their actions that are beneficial and appropriate for themselves and the class.

Learning Objective 3: Describe the different types of listening, as well as variables associated with effective listening.

Listening is a four-step process: hearing, attending, understanding, and remembering. ▪ Teachers must overcome bad habits and become proficient at one-way, two-way, and empathic listening. ▪ Teachers have not learned to use nonverbal communication effectively, and rarely—if at all-have they learned to use feedback and to really listen to students.

The Jones Model What 4 strategies are used to reclaim wasted instructional time?

Most management problems are due to students being offtask (~50% or more is lost through student time wasting) 4 Strategies: 1) limit setting - formation of rules for behavior, procedures for getting materials, what to do when stuck... 2) good body language - estimated 90% of discipline can be accomplished with this skill (proximity, direct eye contact, body position, facial expressions, tone of voice) 3) incentive systems 4) giving help efficiently - avg is often 4m per student with difficulty on seatwork. Recommendation is to cut it to 20sec per student. This reduces the tendency for students to work only when the teacher is standing over them.

Susan Winebrenner's book Welcoming strategies.

Name tag Activity - Tell something about themselves that isn't known by looking. Or other basic questions: What did you do last summer, what's your favorite food...

What is one of the things you shouldn't do if you are using detention as a form of punishment? What is one of the issues with the ability to dole out detention as a form of punishment?

One of the things you shouldn't do is have conversations with students in detention. They may perceive this time as an enjoyable experience and it may actually increase the behavior you are trying to stop. One of the issues with giving detention is that it is limited to breaks and lunch or part of. This is due to the fact that students have to catch a bus to school and/or have work. Additionally, a student should be required to complete a serious academic task during detention.

When considering classroom management, what do students with special needs what type of environment do they respond most favorably to?

One that is structured, predictable, and orderly.

Teaching students how to work with partners: (Susan Winebrenner)

Pair for most capable with each other. *Don't get into habit of placing high achievers with low achievers except in certain situations. Pair high with average as the most spread. Place kids who love to help with kids who struggle Change partnerships every 3-6 weeks Give partners a number to assist response (Partner 1, Partner 2) Give students enough time to learn how to work together Consider pairing around learning styles. Even children who love to help, if they were paired with someone who was struggling, after the 3-6wk period and you are switching - move them to a more capable partner during the next set (alleviate burnout)

Natural Motives - what are some and how should they be worked in?

People are stimulated by suspense, action, adventure and interesting experiences. Thus, it is good to try to harness/work in things that tap into this such as games, puzzles, computers, and simulations that actively engage them in the learning process. Also getting them to personally connect, select study topics can get them engaged and get buy-in. Other ways to tap this is to give recognition or rewards such as extra time at recess, more computer time, field trip, or even a party.

Basic distances when speaking. Personal Social Public What is each distance and when should a teacher use each?

Personal <=18in Social 3-4 1/2 feet Public 4-7 feet Teachers should use social when working with a student and public when speaking to the class generally.

Negative Reinforcement vs Positive Reinforcement

Positive reinforcement is when you receive something you value from your actions. (e.g. grades, praise, extended recess when performing well) Negative reinforcement is when something is taken away to reinforce an action. For example, doing all your homework will allow you to not take the test, or behaving will allow you to have your standard freetime by not having to go to detention (taking away free time).

Presentation punishment vs Removal Punishment

Presentation punishment is when an unpleasant consequence is applied to weaken a behavior. Example: Scolded Removal punishment is when something pleasant is taken away to weaken a behavior. Example: a privilege such as recess, or fun-time activity is removed.

Discipline vs punishment

Punishment involves the consequences of misbehavior, whereas discipline deals with the prevention of classroom misbehavior as well as the consequences of disruptive actions.

How does the physical arrangement of your classroom affect the learning environment?

Row Arrangement: Most common - gives teachers space to walk around, and allows them to easily walk around the room as a reminder students should continue working. Circle Arrangement: Helps foster group dynamics. Students get a clear view of the person expressing an opinion and teachers can face active students with more quiet ones which allows them to signal active participants and provide opportunities for others. Semi circular arrangement: Great for AV/ interactive boards as it is easier for all to see. It is also easier for the teacher to maintain eye contact with everyone as well help with controlling the class. Round table arrangement: Great option for group work. It encourages students to sit in friendly groups, facilitates free discussion and allows educators to monitor student work. (disadvantage:high probability of students misbehaving when the teacher is not looking.) Arrange the tables so that the teacher's table is at the front and the round tables are lined up or arranged in a semi-circle to best allow the teacher visibility of all the tables. Arranged seating vs. free seating: Free seating can reinforce cliques and they may choose seats that are not conducive to success. Arranged seating can allow you to pair students that will help each other. Also, a rotation system can help to ensure all get the premium seats. Seating arrangements can play a huge role in student performance. Hence, it is the duty of teachers to wisely select an arrangement that best suits their particular circumstances and classes.

Sharing control

Some experts (and I) believe that sharing control is beneficial and helps avoid many of the classroom fears and concern. By giving students a voice in decision making regarding classroom rules and in curriculum decisions, they then have a stake in the educational process and a sense of ownership.

In the Reality Therapy model, When a child is being disruptive, what should you ask as a teacher? and what should the process be that follows as it escalates?

Student responsibility must be stressed continually. Students are forced to acknowledge their behavior, and they should make value judgments regarding that behavior. For example, when a disruption occurs, the teacher should never ask why a student is doing what he or she is doing; rather, the teacher should ask, "What are you doing?" The emphasis should be put on the you so that there is no misinterpretation as to who is responsible. This question should be followed up with queries such as, "Is this behavior against the rules?" or "Is this behavior helping you or this class?" If the misbehavior persists, a (private) conference is needed for working out a commitment for change. If the disruptions continue or the commitment is not followed, the consequences should become progressively more severe: principal conference, followed by parent conference, followed by in-school suspension, followed by out-of-school suspension, and finally permanent exclusion from school.

Role Modeling as a teacher? What else might be a way to tap in modeling for your students?

Students will role model those they look up to. As the primary head figure in a classroom a teacher is in a position to be a potential role model. Additionally, the enthusiasm and sense of wonder and excitement that you as the teacher show in the subject you are teaching can spread to the students. If you are not excited about the material, they won't be either, so when possible find the excitement or find a way to present the material in an exciting way regardless.

What are four reinforcement sources that have been shown effective for motivating students?

Teacher approval observation of other students knowledge of results reward mechanisms

Time How teachers can use it in a classroom? What are the implications of duration and wait time?

Teachers can use time by pausing after certain point to allow students to understand a particular point was important enough to pause and reflect. Also, if teachers rush through and barely spend time on something students will likely perceive this topic as not that important, so it is important to cover topics without rushing through. Additionally, teachers should allow students enough time to respond to questions. Often, they will expect an immediate response while students are still thinking and then answer for them. To promote more discussion, practice and get used to creating a delay so that students have the time to think and respond.

Assertive Discipline

Teachers have the basic right to require descent behavior and can clearly and firmly communicate the needs and requirements to students and follow up with actions that assists in maximizing compliance and is also in the best interest of the students. Rules are established with a consequence/reward system . Exp: positive free time, special privileges negative: detention, giving up part of lunch, staying after school, going to principles office.

What are some cognitive motivational factors?

The cognitive perspective on motivation stresses trying to get students to take responsibility through personal goal setting, planning, and monitoring their progress. Students are motivated to achieve their goals and control their environment. And they can be motivated by their perception of the cause of success/failure (i.e. the perception of effort linked towards).

Classroom Control Techniques (4) Routines Limits Monitoring Punishment

The four basic control techniques for keeping a classroom optimized for learning: Routines Classroom activities that are repetitive and follow a common procedure Limits The accepted and nonaccepted actions in the classroom Monitoring Being aware of what is taking place in the classroom Punishment The application of a negative stimulus or removal of a positive stimulus for inappropriate behavior

Managing Space What are some suggestions? Pencil sharpener, waste basket, chairs, walls? Bulletin board?

The goal is so that your arrangement does not encourage misbehavior. Pencil sharpener - not in a place that makes it to where many students have to pass close by other students. Waste basket - not up front as it encourages basketball practice. Chairs - move them to suit the current purpose - circle for group talk, semi-circle, u shapes, squares...) Walls - make them useful. Bulletin board: announcements, bell schedule, weekly lunch menu, classroom rules/consequences, news items of interest to the class.

The instructional approach

The idea that if a lesson is well-planned and well-implemented will prevent most classroom problems. Two models under this approach are the Kounin model and the Jones Model.

Alfie Kohn's Beyond Discipline.

The idea that the punishment/reward system isn't the solution and only has children thinking of punishment is only when they are caught and rewards are what is needed to act appropriately. Instead Kohn wants classroom discipline to be based on a democratic classroom community and when issues arise, classroom meetings should be conducted to determine how we as a class should solve the problem that is interfering with our learning.

Regarding the classroom atmosphere what are a few things that can help make the difference between a motivated learner and a bored/reluctant one?

The physical environment Classroom communication Addressing and focusing on student needs

Define: Classroom management.

The process of organizing and conducting the business of the classroom relatively free of behavior problems. To establish and maintain an environment so that educational goals can be accomplished.

Establishing Limits Why are they necessary? When should they be established? How many?

They are necessary as students need and want limits(rules) - they need to know what is expected of them and why. Without them chaos will likely ensure. They should be established at the beginning of the year. Don't impose unnecessary ones nor too many - only essential rules/limits should be set. A general rule of thumb is to have 5-6 general rules that cover many specifics than to list all the specifics.

The Desist Approach

This approach gives the teacher full responsibility for regulating the classroom. This approach is probably the most widely used strategy today. Two common desist models are assertive discipline and behavior modification.

Teacher effectiveness training (TET) What is it? What are the basics about it?

This stresses the creation of a positive working relationship between students and teachers. One key to this training is to identify who owns the problem when one develops in the learning environment (teacher or student). If the teacher owns the problem then an I-message should be sent. (i.e. I am disappointed in your behavior at the assembly). This may often resolve the problem but if it doesn't a 6 step conflict resolution process should be implemented.

Learning Objective 1: Explain the importance of the communication process and its major components.

To be effective and maximize learning effectively communicating is a must as it is central to the learning process. Components of communication are: verbal(words spoken), vocal(pitch, volume, tone), and metaverbal(implied message/intent)

Punishment - what is one of the problems with using loss of privileges as an effective means of punishment?

Unfortunately, there is a lock of privileges to be taken away in most classroom settings ;)

Premack principle

When offering up something desirable if you complete something less desirable. The eat your peas and get dessert Or As soon as you finish your work, you may go outside.

Qualified reinforcement

When something is entirely correct, but a significant effort was made or part is correct (e.g. the process or part of), you may want to differentially reinforce the acceptable part of the student action or the attempt made. Often by praising small successes, the student will be motivated to improve.

Monitoring the Classroom What is something that should/can be done ahead of time to assist with this? What are some things things to look for?

You need ot have the ability to see students at all times and the traffic patterns, so ensure you eliminate any barriers that may keep you from seeing certain areas of the room. It is important to apply some careful thought to the room arrangement. And keeping a copy of the classroom layout nearby can be sued for a variety of purposes. Recording physical movement during seatwork can help you analyze potential problem areas.

When organizing a classroom, what are some things you need to consider?

You need to determine the floor space placement of student desks, teacher's desk, computers, bookcases, filing cabinets, tables and activity centers. Then you have to decide where you going to store classroom materials, including textbooks, resource books, instructional materials, frequently used materials, and equipment. Then you have to decide how you will use the wall space and bulletin boards. A lot of this will be decided on what types of instructional activities you students will be engaged in (small group, whole class, centers, individual assignments...)

Classroom leadership styles(3)

authoritarian style - power, domination, pressure, criticism (makes all decisions and uses pressure, a sharp voice and fear) democratic - kind, caring, warm, but also firm. works through sharing responsibility and encouragement. Self-esteem is developed. laissez-faire - anything goes which generally leads to chaos. student frustration, high level of stress and being overwhelmed.

How does the physical arrangement of your classroom affect the learning environment? How can your classroom arrangement support or hinder classroom communication and student engagement?

chap 5

What are three classroom management approaches?

the Self-discipline approach the instructional approach the desist approach

What do experienced teachers suggest you focus the first few days of school on?

the making and teaching of rules the organizational system classroom procedures expectations

What are some practices that should generally be avoided in dealing with problems in the classroom?

• Do not ask questions about obvious misbehavior. • Avoid unnecessary threats, sarcastic remarks, and displays of authority. • Avoid dwelling on misbehavior (nagging). • Do not delay reacting to disruptive behavior; react immediately with clarity regarding what is wrong and with firmness. • Avoid harsh and humiliating reprimands. • Avoid forced apologies. This solves nothing. • Avoid group punishment, such as assigning extra academic work (extra math problems or writing).

Learning Objective 5: Explain the possible effects of stimulus variation and reinforcement on learning, as well as techniques for varying the stimuli and providing reinforcement in the teaching-learning environment.

▪ Central to the desire to attend to the learning process is classroom atmosphere. Teachers should establish a democratic classroom that is attractive and characterized by open communication. The classroom should be viewed as a learning community. ▪ Teachers must use various stimulus variation techniques for gaining and maintaining student attention. ▪ Teacher enthusiasm can also be an effective motivator. When you show excitement and interest in your lesson, that excitement is often communicated to students. ▪ A strong beginning for your lesson is crucial for motivating students' desire to learn. Begin each lesson with an attention-getting device that will stimulate interest in the coming lesson. The beginning of a lesson should be followed up with other stimulating devices that will keep students interested.

Learning Objective 5: Discuss organizational techniques that lead to effective classroom management.

▪ Characteristics that represent potential for classroom problems are as follows: Classrooms are multidimensional, activities occur simultaneously, things happen quickly, events are often unpredictable, there is little privacy, and classrooms have histories. ▪ Effective management calls for planning well, establishing routines, arranging your room to avoid problems, and formulating limits.

Learning Objective 1: Define classroom management and identify its various aspects.

▪ Classroom management is the process of organizing and conducting the business of the classroom relatively free from behavior problems. ▪ A classroom must be organized and orderly, and it must run smoothly for learning to take place. ▪ Positive management strategies are essential to effective teaching and learning.

Learning Objective 2: Identify similarities and differences in classroom management at the elementary, middle, and secondary levels.

▪ Effective leadership is essential to a smoothly run classroom at all grade levels. The three styles of classroom leadership are authoritarian, democratic, and laissez-faire. Teaching and classroom leadership are stressful. ▪ Middle and secondary student problems can be more long-standing and more deeply ingrained. ▪ Secondary students tend to be more resistant to authority.

Learning Objective 4: Identify and discuss causes of classroom misbehavior.

▪ Misbehavior sometimes can be attributed to influences outside the classroom, such as the home environment or the community, and to attributes associated with the teacher or with students themselves.

Learning Objective 4: Describe the concept of motivation and its relationship to student attitudes and needs.

▪ Motivation is largely influenced by internal factors, the teacher's action, and the physical environment. ▪ We are motivated by our perception of events. Our perceptions are related to such internal attributes as attitudes, needs, curiosity, interests, and sense of well-being. ▪ There is no surefire method of motivating students. Motivation techniques that work in one situation may be totally ineffective in another. ▪ Motivation can come from within (intrinsic motivation) or outside (extrinsic motivation) an individual. Intrinsic motivation is related to an individual's attitudes, needs, personality factors, and values. Extrinsic motivation comes from stimulation within the environment and from the application of desired incentives.

Learning Objective 3: Identify and describe the self-discipline, instructional, and desist approaches to classroom management, as well as characteristics of the different illustrative models of discipline associated with each approach.

▪ Principles of the self-discipline approach to classroom management are supported by the Glasser reality therapy model, Gordon teacher effectiveness training (TET) model, Coloroso inner discipline model, and Kohn beyond discipline model. ▪ Principles of the instructional approach to classroom management are emphasized by the Kounin model and the Jones model. ▪ Principles of the desist approach to classroom management are integral components of assertive discipline and behavioral modification.

Learning Objective 6: Describe common ways to identify viable reinforcers for use with students.

▪ Reinforcement is a long-recognized technique for motivating students. Teachers should select their reinforcers based on their knowledge of the students and subject. ▪ Don't rely on grades exclusively for providing feedback; offering praise and disclosing the results of assigned work can also motivate students. Reward mechanisms and contingency contracts offer more formal motivational systems.

Learning Objective 2: Explain the role nonverbal communication plays in the classroom and provide examples of various nonverbal behaviors commonly used in the classroom.

▪ Students learn through nonverbal communication. ▪ Students learn from a teacher's facial language, body language, use of space and motion, use of time, and use of the voice.

Learning Objective 6: Identify and discuss teacher-tested techniques for effectively preventing classroom management problems and the appropriate use of punishment in the classroom.

▪ Teachers must establish credibility at the beginning of the year-and then keep it. They must be fair, firm, and consistent with students. They must monitor their classrooms and apply the consequences to misbehavior. ▪ Teachers should use punishment only as a last resort. They should establish a positive classroom atmosphere, where students have an opportunity to develop a sense of self-discipline.