EDU 458 Classroom Management Final Exam

List the five keys to consider when arranging your classroom and explain the importance of each.

- Consistent with instructional goals and activities - High-traffic areas free of congestion - Students should easily be seen by the teacher at all times - Frequently used materials and supplies accessible - Be certain students can easily see whole-class presentations and displays

What factors, other than space, limit your choices with regard to computer placement in the classroom?

- Distractions - Location of outlets - Cords being tripping hazards - Accessibility - Teacher always needs to be able to see the screen

Every teacher will serve students with diverse needs and abilities. Describe at least three ways a teacher can meet the needs of diverse learners in the classroom.

A) Meet with students individually B)Visual aids C) Placement of student D) Manipulatives

Ms. Ortiz feels that her class this year is more difficult to teach than any she has had in her four years of teaching third grade. Of 26 students in her class, 7 are beginning the school year functioning at first-grade level or below in reading. Of the 7 children 5 are also far behind in mathematics concepts; the other 2 are on grade level. There are 3 students in the class who have advanced reading and mathematics skills, whereas others are nearer to the grade level. Ms. Ortiz is frustrated in her attempts to meet the needs of the lowest achieving students while challenging the highest-achieving students. She now conducts four reading groups. What strategies might Ms. Ortiz consider?

A) Mixed ability groups; peer-tutoring B) Adjust assignments to grade level C)

Consider the categories of problem behavior discussed in this course (Non-problem, Minor problem, Major problem limited in scope and effects, and Escalating or spreading problem). What type of interventions (Group focus, issue a brief desist, isolate or remove students, use of penalty, etc.) would be best suited for each type of problem behavior? Given several alterative interventions for any type of problem, how would you decide which to use?

A) Non-problem: better off ignored B)Minor Problem: discrete redirection; nonverbal cues C) Major problem limited in scope and effects: give choices, isolate/ remove students, withhold privileges, use penalties D) Escalating: sent to office, notify parents

Issue of storage often present unique problems. The authors gave several ideas for setting up effective storage; give at least one idea for each item type listed below: A. textbook and class libraries B. Student Work C. Frequently used materials

A) Textbooks and class libraries: bookshelves, but never perpendicular to the wall. B) Student work: file cabinets C) Frequently used materials: Ziploc bags, cart, bins or trays that are easily accessible to whoever is using it.

Explain Kounin's Concept of Classroom Management

A) With-it-ness: the teacher is responsible for inhibiting poor behavior. The teacher can make this strategy by making eye contact to all students at all times, use non-verbal techniques. B) Overlapping: C) Momentum: D) Smoothness: E) Group focuses:

Michael is an 11-year-old student in Mrs. Brown's fifth-grade class., his behavior has become a matter of concern during the second month of the school year. In class, his work on assignments is satisfactory as long as he's supervised and able to receive assistance, but if left alone for very long, he loses focus and rarely finishes his work. Michael talks to other students, fidgets, wiggles, or annoys. Homework and occasional projects that must be done at home are also rarely completed. During seat-work and group-work activities, Michael frequently wanders around the room and engages in off-task behavior. When told to return to his seat, Michael delays responding; when reprimanded or placed in a time-out carrel for a short-time, he becomes defiant and sulks; after such episodes he rarely re-engages with the assignment or activity. His performance on content tasks other than math are in the average range and indicate that he should be able to perform at grade level. Mrs. Brown was aware that Michael has been identified as having a learning disability in math, for which he was receiving resource room assistance for 30 minutes each day. The decision to use a resource room placement was due to Michael's diagnosed ADHD status along with the LD diagnosis; the resource room environment, with fewer distractions and more immediate teacher attention and assistance, was considered a more suitable placement in math. When Mrs. Brown checked Michael's IEP to see if there were any recommendations that might be helpful in planning how to manage Michael in the regular classroom, the only information was that Michael responds to rewards and that behavior modification is suggested. It was also noted that Michael has been on stimulant medication for a year for the ADHD condition, but that it is only moderately helpful for reducing his symptoms. A) How would you categorize (minor, escalating or spreading, intense, etc.) Michael's off-task behaviors during the second month of the school year? B)What are some ways that Mrs. Brown might address Michael's behaviors?

A) escalating B) The teacher can give him specific rewards and acknowledge when he has done something well, not just when he is in trouble.

What are some of the ways in which an elementary classroom is complex?

Academic abilities, background, student placement, socioeconomic status, multiple personalities, goals, interests, frequent and rapid decision, time limitations, public (appropriate response for others)

Describe and discuss the strategies and procedures teachers can employ to ensure effective classroom management.

Call and responses; making your procedures explicit (what the students should do); a reward system

Classrooms should be utilitarian and functional in nature; teachers should avoid creating a classroom with a less formal, more personal "feel."

FALSE

If you have done a good job teaching rules and procedures to the children in your class at the beginning of the year, you will not have to directly address them again.

FALSE

If your classroom management system is strong enough, you can de-emphasize the need to plan engaging, motivating lessons

FALSE

In general, prospective teachers are well aware of the behaviors involved in effective classroom management, having spent years as students observing their teachers' behaviors.

FALSE

Inefficient procedures and the absence of classroom routines are bothersome but do not really constitute a classroom management problem.

FALSE

It is best to let students learn safety information (procedures for drills, etc.) as specific instances occur, because the first-hand experience will be more meaningful and memorable.

FALSE

Making the classroom an inviting space should be the first consideration when arranging the classroom.

FALSE

Once their room arrangement is in place, teachers should avoid changing it.

FALSE

Procedures are more about prohibiting specific behaviors than about getting things done.

FALSE

Studying a book about classroom management will enable a teacher to manage the classroom smoothly and easily

FALSE

The most important thing to remember when placing small-group instruction areas is making sure that all students in the class have adequate personal space.

FALSE

Traffic patterns in a particular classroom arrangement cannot be predicted ahead of time; instead teachers must simply wait until students arrive, note problem areas, and rearrange as necessary.

FALSE

Mr. Miller and two other fourth-grade teachers use team teaching for math instruction. Shortly after lunch each day, some students from the other teachers' classes come to Mr. Miller's room, and some of the students go to the other two teachers' rooms. Mr. Miller has grown dissatisfied with the arrangement because he feels that too much of his teaching time is wasted while groups change rooms, reorganize, and get ready to work. Sometimes students arriving early disrupt lessons. At other times, stragglers hold up the rest of the class. Students frequently arrive without the materials they need for that day. While Mr. Miller answers questions and deals with problems, students begin chatting and wandering around. When Mr. Miller is ready to start the lesson, he has trouble getting students settled down to work. What can Mr. Miller do to make teaming work more smoothly?

He needs to have a discussion with his cooperating teachers to see how they can have a better plan for what the students do after lunch. He also needs to speak with the students about procedures for after lunch.

Reidsville Elementary School has a policy banning students from using cell phones at any time except before or after school. Mr. Chapman, however, is not bothered by students using their cell phones to text message others as long as they have completed all their work are not distracting other students or disrupting the class. At the beginning of the year, the students followed Mr. Chapman's guidelines for cell phone use; lately, however, they have begun to use their phones even when they work is not complete. You are Mr. Chapman's co-teacher, and he comes to you for advice. What recommendation would you make to him addressing this issue?

He should follow school policy. Have a talk with the students about the rule of cell phones again. They need to understand that it is a privilege not a right.

Explain the concept of the Gradual Release of Responsibility?

I do, We do, You do. I do: direct instruction from teacher; students listen and take notes We do: guided instruction You do together: collaborative learning You do independently: independent practice

Explain why classroom management is such an important topic to beginning teachers.

In order to be an effective teacher, you have to know how to successfully manage a classroom. Without it, it will be hard to teach and for the students to learn.

What is meant by the statement "classroom management includes both preventative and interactive aspects"?

Preventative: classroom arrangement, procedures, rules, etc. to think about before students enter the classroom Interactive: your response to something without interrupting instruction.

A good starting point for developing your floor plan is to decide where you will conduct whole class instruction.

TRUE

Classroom management is critically important because it facilitates other important teacher behaviors, such as designing stimulating lessons, motivating students, and being an effective communicator.

TRUE

Classroom management is foundational to other aspects of teaching.

TRUE

Determining how students will gain access to their supplies during the school day reflects a classroom procedure.

TRUE

Developing a sense of community among all members of the classroom community is an important aspect of classroom management.

TRUE

Even an effective classroom manager is likely to face instances of student misbehavior.

TRUE

Good classroom management is based on students' understanding of the behavior expected of them.

TRUE

Good classroom managers actively teach rules and procedures at the beginning of the year.

TRUE

In the well-managed classroom, instances of inappropriate behavior are rare and are handled promptly

TRUE

It is virtually impossible to develop a classroom arrangement that has no issues.

TRUE

One reason classroom management is so complicated is that teachers have little time for thinking deeply in the moment about the many decisions they must make.

TRUE

Placement of the teacher's desk is critical and must be done in such a way that the teacher can see all students at all times. It is not necessary, however, for all students to be able to see the teacher when he/she is seated as his/her desk.

TRUE

Procedures occasionally need to be changed,

TRUE

Room decoration should be carefully considered because it is a potential distraction.

TRUE

Teachers have a certain amount of flexibility in creating a space for storing student work as long as accessibility is not an issue.

TRUE

The effectiveness with which time is used in the classroom is often tied to the effectiveness of the teacher's classroom management scheme.

TRUE

The type of classroom community you want to develop will impact the rules and procedures you design.

TRUE

When a teacher is working with small groups of children, he/she should stop between group meetings and circulate to monitor students' progress on their independent work.

TRUE

What is the relationship between your room arrangement and your philosophy of teaching and learning?

The room arrangement should reflect your teaching style and the students' learning style

Explain what RtI is as it relates to problem behaviors?

Tier 1: general school rules (PBIS, discipline plan) every kid in school is held accountable to school rules; handbooks Tier 2: 10-15% don't really care need something else to motivate them; targeted group of kids; Tier 3: one-one-one; individually need to support in classroom; referral to spec. edu. Evaluation