Chapter 8: Classroom Management and Structure
8.1- state rules positively
(e. G., "Listen quietly until others finish talking rather than "don't talk when others are talking"). Keep the number rules small, and explain the reasoning behind the rules. Allowing student participation in setting some classroom rules (e.G., Hand-raising versus speaking out during discussion) encourages ownership and student accountability for their own behaviors.
8.4 - strategies for scheduling classroom activities: giving the class notice a few minutes before the end of an activity
(e.g., "two more minutes, and then we will begin...")
8.3- establishing proximity
(e.g., surfing near to the student without acknowledging the misbehavior further)
8.4 - strategies for scheduling classroom activities: planning for two or three activities per class rather than...
1 long activity
8.4- planning time for concluding activities.
for example, reviewing the main points of the day's lessons helps provide closure to the lesson.
chapter 8: end of chapter exercises multiple choice- #2- students are especially likely to misbehave during transitions from one activity to another. Which one of the following High School teachers is handling a transition in a recommended fashion?
mr. Chinn's students know that as soon as they get to class, they should copy the outline and key Concepts written on the chalkboard.
8.3- be consistent
teachers should follow established routines and schedules as much as possible to keep students on task. Additionally, teachers should reward and discourage behaviors in the same way as overtime and for all students.
8.5- be sure students are easily seen.
the teacher's desk need not be in front, but the teacher should be able to see all the students at all times while providing instruction (e. G., None should have their back to the teacher during a presentation).
8.2- developing a peer mediation program in which students help each other resolve conflicts.
typically, these programs teach students to identify the problem underlying the conflict, to help all participants understand each others' perspectives, to find points of agreement, and to negotiate a solution or compromise. Participating in a peer mediation Program helps students build social skills, take responsibility for their actions and develop independent value systems.
8.2- civic responsibility
•inviting student participation in classroom decision-making and development of rules •supporting participation in school governance activities (e. G., Student council) • integrating community-based and service-learning into the curriculum •developing fundraising educational initiatives for important causes beyond the students' own lives (e. G., Hunger, hurricane relief)
competency 8.1- core content: developing an environment conducive to learning... strategies for building a community in the classroom:
•learn student names right away, including proper pronunciation and any preferred nicknames. • learn about individual students' interests and goals. • emphasize whole class activities as students get to know one another, and then add activities that offer opportunities for collaboration. •Assign groups with attention to diversity. • communicate high expectations for achievement and a commitment to helping all students learn. •celebrate all students' achievements and efforts, not only those who have the highest grades. •Show an interest in and respect for diversity.
8.3- beginning lessons with activities that involve the whole group
(e.g., Ask a question and have all students write a personal response, then invite students to offer their responses for discussion) before moving to group or individual seat work. Providing students with time to think and plan responses helps them stay on task.
how to respond to a case study question?
1. read and examine the case. 2. Focus analysis, identify two to five problems 3. uncover possible solutions 4. select the best solution
exercise 8.1: effective classroom management - #2- at the end of the third week of school, ms. Jameson and her tenth grade students discuss the procedures the class has been using for daily activities for coming to class, completing activities, getting ready to leave at the end of class, and so on. Several students say that the procedure they use for leaving the classroom is unfair, so together the class develops a procedure that might work better.
Ms. Jameson is getting students involved in decision-making about classroom procedures, a strategy that often enhances students' sense of self determination. In this case, however, the strategy may not be developmentally appropriate. negotiating basic classroom procedures after a few weeks of class is most appropriate for young students just beginning school for learning daily classroom activities. The first few days of school are critical ones for communicating expectations for students' behavior. During the first two weeks of School, Mr. Trenton does not communicate any expectations for students, nor does he create a business-like atmosphere. His approach not likely to be effective.
8.1- be explicit about prohibited behaviors
State the consequences for violations, but keep the emphasis on the behaviors themselves (e. G., "academic Integrity is expected. Students who violate this policy by copying homework, test answers, or other academic work from others will be suspended is preferable to "you will be suspended or possibly expelled if caught cheating, using drugs on campus, or harming another student physically."
#59- each year, a language arts teacher teaches a lesson on the nature of plagiarism that is designed to help students recognize actions that constitute plagiarism and promote their respect for the intellectual property of others. Incorporating this topic into instruction is likely to be the most effective in helping students understand and appreciate the importance of
academic integrity. competency 8, this question requires the examinee to demonstrate knowledge of strategies for promoting positive student interactions, facilitating conflict resolution, and promoting students' understanding and application of ethical principles, such as honesty, courtesy and respect, academic and personal integrity and civic responsibility. Academic Integrity is founded on principles such as respect for knowledge, truth scholarship, fairness, and honesty and which governs our research and writing should be done.
#61- a teacher wishes to death a proactive classroom management approach to help prevent minor incidents of misbehavior. the teacher can best achieve this goal by
actively monitoring students' work and activities and addressing potential problem situations. competency 8, this question requires examinee to demonstrate knowledge of various strategies for managing student behavior in relationships between specific classroom management approaches and student learning, attitude and behaviors. Proactive classroom management is like withiness, it involves communicating to the students that the teacher is aware of everything that is happening but continuously by scanning the classroom.
8.1- show an interest in and a respect for diversity
activities should be inclusive of students from all genders, backgrounds, and skill levels.
8.1- assign groups with attention to diversity.
adolescents tend to prefer to interact with similar peers and close friends, but they produce higher quality work when grouped with others who have different perspectives skills and abilities.
8.2- establish guidelines relating to cheating and plagiarism
and present them clearly. teach students the difference between using sources as a reference and copying them. Explain and provide examples of appropriate paraphrases and unintentional plagiarism.
competency 8.5- core content: arranging the classroom
apply knowledge of effective strategies for organizing the physical environment of the classroom to meet instructional needs, managing class schedules and Transitions, and handling routine tasks and unanticipated situations...
competency 8.1- classroom management skills
apply knowledge of strategies and procedures for creating a safe, supportive, and inclusive learning environment that encourages students' active engagement, risk-taking, and collaboration in learning...
8.1- managing student behavior and for keeping students on task: plan set high expectations for student...
behavior and communicate them clearly to all students.
8.4 - strategies for scheduling classroom activities: dedicating time for opening routines, reviewing or checking homework, presentation of new...
contents, some form of practice (e.g., seatwork, group discussion), and closure
#57- during the first few days of school and middle school teacher has students engage in a number of activities designed to help them get to know one another and discover ways in which they are both different and similar. This strategy is likely to be a particularly effective first step in achieving which of the following goals?
creating a sense of community in the classroom, competency 8- What happens in the first days of school plays an important role in establishing a tone for the classroom and helping students understand their teacher's priorities and expectations. Students discover their Commonalities and differences. It gives them opportunities to learn about their classmates and feel comfortable with and connected with them.
competency 8.4- core content: an organized classroom
demonstrate knowledge of strategies for creating an organized productive classroom environment that Fosters Excellence, promotes learning, Optimizes students' time on task, and encourages self-regulation and a sense of responsibility and accountability...
competency 8.2- core content: promoting prosocial behavior
demonstrate knowledge of strategies for promoting positive student interactions, facilitating conflict resolution, and promoting students' understanding and application of ethical principles such as honesty, courtesy and respect, academic and personal integrity, and civic responsibility...
8.3- core content: preventing and responding to misbehavior
demonstrate knowledge of various strategies for managing student behavior and relationships between specific classroom management approaches and student learning, attitudes, and behaviors: important to this competency is an understanding of both techniques to prevent misbehavior and disciplinary techniques to address misbehavior when it occurs. classroom management models range from highly directive behaviorist techniques to democratic and nondirective, facilitative procedures. Most teachers use a variety of techniques.
8.3- be attentive to privacy
disciplining students in front of their peers can cause embarrassment or anxiety. Having a private conversation, or if that is not possible, speaking quietly to a student as his/her desk and help reduce these concerns.
#64- which of the following questions would be the most important for a teacher to consider when evaluating a possible physical arrangement for the classroom?
does this Arrangement allow me to visually monitor students' activities from any point in the classroom? competency 8, this question requires examinee to find knowledge of effective strategies for organizing the physical environment of a classroom to meet instructional needs, managing class schedules and Transitions, and handling routine tasks and unanticipated situations. Research indicates that a teacher's ability to continuously monitor Student Activities plays an important role in determining the teacher's effectiveness.
8.2- directly teaching conflict resolution in the classroom.
for example, activities that require students to read or act out scenarios after guided practice in a neutral context.
8.2- assigning open-ended instruction activities that require problem-solving skills and strategies.
for example, brainstorming about solutions to the problem can lead to disparate ideas that require negotiation, and students will have opportunities to hear and understand others' perspectives and to describe their own ideas, needs, and feelings clearly so that others hear and understand them.
8.5- arrange the room to be consistent with instructional goals and activities.
for example, classes that involve discussion can have desks arranged in a circle or group to form tables.
8.4- strategies to complete opening and ending tasks quickly: organizing lesson materials in advance.
for example, if the lesson includes use of a projection system, it should be turned on and the material loaded (e.g., slideshow open on the screen). If students will engage in discussion, the teacher can arrange the desks into a circle before their arrival.
8.5- display should be inclusive of all students.
for example, some displays (e. G., Rules) may need to be posted in multiple languages. Pictures of historic figures should include both men and women, and people from different backgrounds and ethnicities.
8.4- planning transitions between activities and overlapping activities when appropriate.
for example, students can begin cleanup while the teacher makes announcements, distributes handouts detailing the next day's activities or returns quizzes.
8.4- planning procedures and schedule time for clean up.
for example, students in chemistry lab classes should have time to wash any lab equipment and put away any chemical safely.
8.4- strategies to complete opening and ending tasks quickly: developing warm ups or other opening activities that the students complete independently at the start of class
for example, teachers May write reflection or review questions on the board for students to answer and reading prior to discussion and/or new instruction or may give out a handout containing new material that students should read.
8.1- managing student behavior and for keeping students on task: plan and then explain any procedures and routines at the start of the year
for example, teachers should share any classroom signals (e.g., Lights off indicates the speaker wants everyone's undivided attention), daily schedules (e. G., Class begins with 10 minutes of silent reading or correction of homework), or instructional procedures (e. G., Homework is assigned Monday through Thursday; exams are returned, with feedback, within 3 days). •set high expectations for student behavior and communicate them clearly to all students.
8.4 - strategies for scheduling classroom activities: planning transitions between activities and overlapping activities when appropriate.
for example, when students can begin clean-up while the teacher makes announcements, distributes handouts detailing the next day's activities, or returns quizzes.
8.4- strategies to complete opening and ending tasks quickly: having students drop homework in an inbox or pick up handouts...
from the teacher's desk as they enter the classroom
8.2- teachers can foster understanding and application of moral and ethical principles:
help students to understand and/or develop the class code of conduct that students share and feel a commitment to uphold. •Establish guidelines related to cheating and plagiarism •focus on taking responsibility and the development of values more than on punishment. •Engage in frequent and open discussion about ethical issues in the news.
exercise 8.5: arranging the classroom- #1- one teacher in the video refers to "non-traditional" seating arrangements. What kinds of seating arrangements for secondary students might be considered a non-traditional?
historically, students in Pew like benches facing the front of the classroom. When independent disks were used in the classrooms, they were arranged in rows so that all students face front. This Arrangement is usually considered "traditional". Pictures of early classrooms can be seen at this site. Non-traditional classroom arrangements for secondary students usually include tables, desks arranged in small groups are in a circle, or lap tables. note however, these Arrangements it's directly we're not uncommon for younger students and have more recently been adapted for secondary classrooms. Some non-traditional arrangements are determined by technology a circle of adjoining desks with linked computers in the center, for example.
8.5- keep materials and supplies handy.
if the students need dictionaries, special art equipment, or lab equipment, the materials should be available in the classroom and accessible without crowding (e. G., If materials are kept in a locked closet, the teacher should remove them in advance and put them on a table for students to pick up).
8.3- keeping lessons flowing
if the time used to transition between activities is kept to a minimum, there is less opportunity for students to misbehave.
8.3- be compationate
in some cases, teachers may need to do birds from establish routines or procedures to address a particular student need (e.g., offering an extension on a paper due to family crisis).
8.1- how to maintain activity flow- maintaining group focus
issue- maintaining group Focus skills- group alerting definition- engage the attention of the whole class while individuals are responding example-each student has a number that has was drawn from a hat on the way into class. The teacher draws numbers and uses them to call on students during a fast-paced review.
8.1- how to maintain activity flow- managing movement
issue- managing movement skills- momentum definitions- keeping lessons moving briskly; planning carefully to avoid showdowns example- the teacher notices that the explanation of a relatively minor concept is taking too long and distracting attention from the primary focus of the lesson. The teacher makes a mental note to go more in-depth on this concept in a separate lesson the next day and moves on.
table 8.1: how effective teachers maintain activity flow- tardiness
issue-the teacher is leading a class discussion when a student comes in late. The teacher nods to him, continuing the discussion. Later, when students have begun A seatwork assignment, she attends to him and scientist tardy slip. Skills- overlapping definition- attending to two or more simultaneous events
table 8.1: how effective teachers maintain activity flow- preventing misbehavior
issue:preventing misbehavior skills: withitness definition: communicating General awareness of classroom to students; identifying and correcting misbehavior promptly incorrectly example: the teacher makes eye contact with a student who is about to "shoot a basket" with a wad of paper. The student puts the paper away. A student behind him, who has seen the interaction, decides he's not likely to get away with shooting a basket either.
exercise 8.3: low-profile classroom- #1- what is low profile classroom management?
low profile classroom management is the use the strategies and systems that extinguish or diminish misbehavior without disrupting the flow of the class.
#58- which of the following actions by High School teachers likely to contribute most to the creation of a supportive and caring classroom environment
making an effort to learn about and incorporate knowledge of each student's interest and aspirations company CA examinee must apply knowledge of strategies and procedures for encouraging students active engagement risk-taking and collaboration and learning. provided a teachers learning about incorporating knowledge of each student's personal interest and aspirations is most likely to and still need to do not sense that the teacher recognizes appreciates and respects them as an individual
#62- Each day a high school English teacher places in short writing prompt related to current instruction on the board. As students arrive in class, they are to respond to the prompt in their journals. During this time, the teacher takes attendance and collects homework. Which of the following is likely to be the greatest benefit of establishing this routine?
maximizing the time students are engaged in productive learning tasks. competency 8, this question requires the examinee to demonstrate knowledge of strategies for creating an organized and productive classroom environment that Fosters Excellence, promotes learning, organizes student's time on task, and encourages self-regulation and a sense of responsibility and accountability. the use of writing prompts as students arrive and as a teacher takes attendance and collects homework helps both teacher and students move smoothly through necessary daily tasks and allows students to move straight into a learning activity
8.5- display should be developmentally appropriate.
middle school students for example may need to have class rules posted prominently, where as high-school students are less likely to need to have rules displayed.
exercise 8.4: organization for class management- #2- in this lesson, the teacher works with a small group of students as the others work independently. He can how can the teacher best ensure that the students working independently remain on task while this is attention is more focused on the small group?
most important is that the teacher has, overtime, set an expectation for appropriate class Behavior. The more practice that students have with self-regulation, the better they will be able to work independently. He must still monitor the students, however--the more with it he is (i. E., Aware of what is happening in all areas of his classroom), the better he will be able to manage the class. Additionally, the teacher should be sure that the independent work is clearly Defined, at the appropriate level challenge, and of a duration that matches the attention span of students of this at this age.
exercise 8.2: managing conflict - #1- how does a teacher ensure that his lesson is not interrupted by the student conflict?
mr. Wimberly notices the conflict early in the class. And asked the two boys involved to step into the Hall. When other students attempt to intervene or explain, he tells them that they are "supposed to talk, keep talking." He he then gives a focused assignment to the class with a specific, short time frame, letting everyone know how much time he plans to spend on the conflict resolution. Mr. wimberly States he uses built-in Brakes in his lesson plan to "step to the side." Note he does not stop his lesson when the boys appear at the door as if ready to rejoin the classroom but rather waits for planned break in the lesson.
exercise 8.4: organization for class management- #1- what steps does a teacher take to ensure that students make a successful transition on the playground to the classroom?
mr. Wimberly plans activities carefully in a ranges materials in the classroom before the students arrive (e. G., Sets out books for the lesson). he then meets with them outside and walks with them to class, showing interest in their activities in developing mutual respect. Because he has let students know his expectations for classroom scheduling and uses similar practices daily (e. G., Students begin working as soon as he arrived in the classroom, he then models reading practices when most are ready), they settle in right away, and he has time to handle any administrative work (e. G., Collecting forms) without disrupting a lesson. He also uses this time to identify any students in may need extra help with the lesson.
8.3- highly directive style
occurs when teachers direct students behavior and control them with the use of external Rewards or punishment. highly directive models often use some form of behavior modification, which behavioral problems are defined and measured to determine which antecedents (triggers) or Consequences (reinforcers) must be adjusted to successfully guide Behavior. Punishment is an option in these models. An example of a highly directive approach is assertive discipline, a behaviorist approach in which teachers establish rules, require student compliance, and expect parental and administrative support.
chapter 8: end of chapter exercises multiple choice- #1- from the classroom management standpoint, which one of the following Alternatives describes the most suitable physical arrangement of a classroom?
one that minimizes distractions facilitates teacher-student interactions
8.3- developing overlapping skills
overlapping is a form of multitasking. In particular, teachers who can address misbehavior without interrupting the flow of the lesson overlap successfully.
8.5- be certain students can easily see instructional presentations and displays.
projection screens should be wide and high, for example.
8.3- focus on objective description of the behavior
rather than traits or characteristics of the students individually (e. G., "Now's not the time to talk" is preferable to "aren't you the Chatterbox today?").
8.3- providing a reminder of the rules of appropriate behavior.
reminders can be addressed to the group (e. G., "Everyone should be reading now") or can be directed to students individually (e. G., Liana, it's not time to be chatting right now")
8.4- keeping workcycles manageable time
seatwork for example may need to be limited for students with special needs.
8.1- how to maintain activity flow- High participation formats
skills- High participation formats definition-using lessons that Define behavior of students when they are not directly answering a teacher's question example-while some students work problems at the board, students at their desks are instructed to check them by working the problems on paper.
8.1- how to maintain activity flow- encouraging accountability
skills- encouraging accountability definition- communicating to students that their participation will be observed and evaluated example-at the end of discussion and practice of a new skill, students are told to turn to a neighbor and explain the process to him or her.
8.1- how to maintain activity flow- smoothness
skills- smoothness definition- staying on track with the lesson; avoiding digressions and Divergences that can lead to confusion example-while being responsive to student interests, the teacher avoids comments that tend to draw attention away from the key points of the lesson.
8.2- providing reassurance that conflict is normal and can be a growth experience.
some students may need to learn strategies for regulating their emotions during conflict, especially feelings of fear (e.g., will alienate a friend) and Anger (e.g. is not being heard). Teachers may need to teach and model alternatives to aggression (e.g., "count to 10," "walk away") that can help students to control their behaviors during conflict situations.
chapter 8 exercise essay- #1- it's the first day of class, and you want to set up the school year on the right foot. Describe five different strategies for establishing a productive classroom-- one in which students are working consistently toward achieving your instructional objectives. Describe each of these strategies in a short paragraph being specific and concrete as to what you might do.
strategies for establishing and maintaining a productive learning environment include these: • arrange the classroom in a way that minimizes possible distractions (e. G., One that establishes appropriate traffic patterns). •arrange Furniture to facilitate your interaction with all students. •Place misbehaving and/or uninvolved students near you •communicate your care and concern for students • actively work to repair non-productive teacher-student relationships. •maintain a business-like atmosphere, focusing on students' achievement of instructional objectives. •Refrain from threatening behaviors. •Communicate the value of the classroom subject matter and students own lives; focus students' attention on Mastery goals rather than performance goals. • let students controls some aspects of classroom life • minimize competition among students •create a sense of community and belongingness among students •establish few rules for appropriate classroom Behavior at the beginning of the school year. • create routines for accomplishing custom tasks. •describe rules and procedures in an informational writing and controlling manner. • Involve students in decision-making about classroom rules and procedures •acknowledge students' feelings about unpleasant tasks. • Be consistent and Equitable in your enforcement of rules. • plan classroom activities in advance. •Keep students productively engaged. •Choose tasks and assignments appropriate for students' ability levels. •Begin the school year with easy and familiar tasks; introduce more difficult ones only after a supportive classroom climate has been established. • Provide some structure for a classroom activities. •Give students something to do during transition times. •Monitor what students are doing it all times (i.e., Demonstrate withitness). • Modify instruction in ways that are more likely to keep students on task.
8.3- circulating through the classroom
students are more likely to stay on task when the teacher is nearby. They are also more likely to stop minor misbehaviors (e. G., Talking in class, passing notes) when the teacher approaches.
8.5- keep high-traffic areas free of congestion.
students should have easy access from their desk to the classroom door. Students should also have easy access to the teacher's desk and to any needed resources. Classroom aisles should be wide, especially if the classroom include students with special physical needs.
8.1- communicate high expectations for achievement and a commitment to helping all students learn.
students who are aware of a teachers expectations are less likely to make errors in judgment regarding acceptable behavior and to feel more secure about taking risk in the learning.
8.4- providing information about the next class.
teachers May announce quizzes, assign homework, talk about how the content relates to the current day's lesson, Etc.
8.4- developing a procedure for responding to tardiness
teachers May, for example, choose not to address a tardy student directly upon arrival and simply continue with instruction.
8.4- preparing a seating chart.
teachers can easily see who is absent and quickly Mark attendance while the students are working on a warm up task.
competency 8.1- learn about individual students interests and goals.
teachers may be able to review student records from previous years , but there's no substitute for discussion. For example, teachers can plant time on the first day of class for each student to introduce him or herself and give a brief statement of academic interest extracurricular activities, or fun facts.
8.3- attempt to understand the cause of persistent misbehavior
teachers may need to consult with specialists (e. G., Counselors, Social Services).
8.5- displays of student work should not be limited to exceptional work or work by the same students all the time.
teachers should make an effort to reward progress and creativity.
exercise 8.3: low-profile classroom- #2- what are the benefits of implementing low-profile question management?
teachers who use low profile classroom management techniques increase their skill in anticipating, deflecting, and reacting to inappropriate behaviors in the classroom resulting in increased productive class time.
exercise 8.2: managing conflict- #4- when the boys return the class but do not seem to have resolved the issue, he finally offers a solution (i. E., Handshake and move on). Do you think he should have given them longer to work out the problems themselves?
the answer to this question will depend on your own strategies for classroom management. In this case, it appears that the teacher felt that having the boys return to the classroom instruction was more important than having them struggled to resolve the long-standing conflict on their own. They may need some more practice negotiating compromises; effective teachers recognize this and know when to step in to help.
exercise 8.1: effective classroom management - #3- Miss Camareri lets her students sit wherever they want in the classroom. She figures that the occasional off task Behavior (Whispering, passing notes, etc.) that results when friends sit by one another is counterbalanced by the fact that their need for relatedness is being met.
the strategy is not very effective. Students should be on task as much as possible; satisfying their need for relatedness, although important, is no substitute for classroom learning. Miss Camareri may want to consider how her classroom seating is related to her learning goals and develop a more appropriate arrangement.
exercise 8.2: managing conflict- #2- how does a teacher show he respects the boy's feelings and needs?
the teacher explains his discipline style-- why he does not complete a write-up and why he expects the students can handle the situation. He speaks at a level and with vocabulary they will understand but clearly has Authority. He stresses the importance of having both boys agree on the resolution. Most important, he lets them know he does not expect them to be the best friends but only to agree to move on. The fact that Mr Wimberly knows the history of conflict helps him understand the students' needs.
exercise 8.2: managing conflict- #3- how does a teacher encourage the development of the boys' self-regulation and conflict management skills?
the teacher gives the students a choice-- they can attempt to resolve it on their own, or he can seek outside assistance. He lets them know he has high expectations by telling them he knows they have the ability to resolve the problem, but he also lets him know that it's okay if they can't get there themselves at this point. He then steps aside, without offering advice or scaffolding on what they should say or do, telling them, "when you're ready, let me know."
exercise 8.3: low-profile classroom- #3- what are some of the techniques teachers use and low profile classroom management?
the teachers in the video demonstrate and explain the following low profile classroom management techniques: • address inattentive Behavior quietly without drawing attention to the misbehaving student. •Bring disruptive students into the activity as subtly as possible, by focusing on the task or activity, rather than the destraction. •demonstrate that you enforce Rules by asking the offending child to repeat the rule, and then return to instruction as soon as possible. •Make eye contact with a misbehaving student. •Gently touching an off-task student can refocus their attention • use traditional behavior modification techniques that focus on appropriate behavior rather than on the misbehaving student. •Physically manipulate (remove or add) materials that are distracting an individual either without comment or with a quiet comment under your breath.
#63- which of the following statements best describes the role that classroom routines play in creating a productive learning environment?
they provide structure and predictability that allows students to focus their attention on learning. competency 8, this question requires the examinee to apply knowledge of effective strategies for organizing the physical environment of the classroom to meet instructional needs, managing class schedules and transitions and handling routine tasks and unanticipated situations. Routines help students gain a sense of security and control in the learning environment by ensuring that they know exactly what is expected of them during daily transition times.
8.4- strategies to complete opening and ending tasks quickly: setting an expectation that all students will be in their seats and ready to work when the bell rings..
this expectation may include having all materials available and on the desk (e.g., sharpened pencils, open notebooks). Similarly, teachers should set rules regarding the end of class, such as whether students can leave when they hear the Bell or if they should wait to be dismissed by the teacher.
exercise 8.1: effective classroom management - #1- mr. Winfrey tells his students, "it's important to follow this format when you do your math assignments so that I can find your answers easily and give you credit when you've earned it."
this should be effective. Mr. Winfrey is describing a requirement in an informational fashion. He makes sure everyone knows knows the procedures and rules for assignments.
exercise 8.1: effective classroom management - #4- ms. McFadden tells for high school science students, "always has a pen with black ink when you complete assignments for this class. I simply will not accept assignments written in pencil or in other colors of ink."
this strategy is not very effective. Students should understand the rules developed so that everyone can work and learn together. if she has a legitimate reason for requiring black ink from everyone then she might instead say something like this "black ink is easier for me to read. I can grade your work more consistently and fairly if we all use black ink pens on your assignments."
#60- a middle school teacher which is to promote students ability to resolve conflicts among themselves productively and independently. The most effective first step in achieving this goal would be to engage students in activities designed to develop their ability to
view issues or situations from multiple perspectives. competency 8, this question requires the examinee to demonstrate knowledge of strategies for promoting positive student interactions, facilitating conflict resolution and promoting students' understanding and application of ethical principles, such as honesty, courtesy and respect, academic and personal integrity, and civic responsibility. the perspective-taking ability and recognition that other people have different feelings experiences and perceptions than oneself develops gradually as children get older.
chapter 8: end of chapter exercises multiple choice- #4- occasionally students may be tempted to cheat during a formal classroom assessment. With recommendations for classroom management in classroom assessment practices in mind, choose the best strategy for addressing cheating.
watch students subtly throughout the test and impose a reasonable consequence if private if you are sure that cheating has occurred.
chapter 8: end of chapter exercises multiple choice- #3- under what circumstances should teachers confer with parents about a student's misbehavior?
when a chronic problem has implications for a student's success over the long run
exercise 8.5: arranging the classroom- #2- How does the arrangement of the desks in a classroom affect teacher/student interaction?
when students all have a direct view of the teacher, they are more likely to interact directly with the teacher. Additionally, the teacher is best able to monitor students' attention, signs of confusion, or Misbehaviors. When the students face each other, they're more likely to talk with each other-- which can promote learning (e. G., Sustained discussion with limited guidance from the teacher) or present distractions (e.g., More chowder and side conversations).
exercise 8.5: arranging the classroom- #3- if you work in a classroom with desks and chairs that are bolted in rows, can you accommodate instructional methods that involve group work and/or discussions?
with a bit of creativity, yes. In some cases, teachers seek alternative space-- the library, sitting outside in a circle if the weather is cooperative. In other cases, teachers have students in one row face backwards and those in the next row face forward. This practice can limit the use of attached desks for the students facing backwards, however. Fortunately, as noted in the video, schools are moving away from this type of question Arrangement as problem-based and Hands-On learning activities replace or supplement lecture-style direct instruction and many secondary classes.
8.2- integrating community-based and service-learning into the curriculum
with voluntary participation and assignments that include reflection about the purpose of the activity and one's role in it
8.3- preventing acceleration of misbehavior: withitness
withitness refers to awareness of what is happening in the classroom-- having "eyes in the back of the head." Teachers who are withit are attentive to students' behavior at all times. They can acknowledge positive behaviors and redirect non productive or destructive ones. Withit teachers also anticipate students' needs provide for them, sometimes even before the student realizes to need.
8.3- preventing acceleration of misbehavior include: (Emmer and Evertson, 2009)
•being withit •circulating through the classroom •developing overlapping skills •beginning lessons with activities that involve the whole group •keeping lessons flowing
8.3- least intrusive corrective methods
•cueing (e.g., making eye contact, a signal such as finger to the lips) •establishing proximity •providing a reminder of the rules of appropriate behavior. •Withholding privileges (e. G., Free choice of seating) •isolation or removal (e. G., Sitting in the back of the class or in front near the teacher). •assigning detention •sending students to the school office. some schools have clear policies on when referral to principal or other authority is required. •Having a conference with the student And/or the student's parents/ Guardians
8.5- specific considerations for classroom displays include:
•displays should capture student interest but should not be distracting. •displays should be inclusive of all students. •Displays should be developmentally appropriate. • Displays of student work should not be limited to exceptional work or work by the same students all the time.
8.3- in all disciplinary situations, teachers should:
•focus an objective descriptions of the behavior •help students take responsibility for their behavior •be attentive to privacy •be consistent •be compassionate •attempt to understand the cause of persistent misbehavior