Introduction to Classroom Management
questions and 100% verified correct answers
INTRO TO CLASS MGMT - Correct Answer We know from research and practice that
highly effective teachers maintain well-managed classrooms. (Browers & Tomic, 2000)
New teachers often struggle when faced with significant classroom disruptions and cite
classroom management as a major factor contributing to leaving the profession.
Further, new teachers are often assigned to schools with large populations of
economically disadvantaged students with a disproportionate number of behavioral
issues. Unfortunately, it has been shown that new teachers' inability to manage
classroom behaviors contributes to the low achievement of at-risk students and to
excessive referrals to special education (Donovan and Cross, 2002). That being said,
Federal laws, such as The Elementary and Secondary Schools Act, and the state
accountability system use the academic progress of economically disadvantaged
children as one of several indicators of teacher and school performance.
In a December 2007 study, the National Comprehensive Center for Teacher Quality
provided research and recommendations for improving teacher quality and
effectiveness, specifically in the area of classroom management. This research focused
on preventing behavior problems rather than reacting to problems. Our goal in this and
other classroom management modules is to provide you with the necessary tools for
proactive classroom management, strategies to address issues as they arise, and
support for your development as a professional educator. We will examine the goals of
discipline and provide an overview of four styles of behavior management. Finally, we
will ask you to examine your beliefs regarding student discipline and direct you to a
more in-depth analysis of your preferred management style.
DISCIPLINE MANAGEMENT - Correct Answer you are teaching content, but you are
also teaching behavior.
whether you want to or not, as a teacher, children and teenagers will look to you for
guidance as they begin to navigate the world. You are a role model, and even children
who come from stable backgrounds will look to you for guidance regarding appropriate
behaviors.
Kelly Graham and Elsbeth Prigmore - Correct Answer instruction will not be effective
unless teachers foster positive relationships with their students, set appropriate limits,
and hold and communicate high expectations.
"One of the major flaws in some classroom management systems is that the teacher
gives numerous chances, requests or warnings--all of which waste academic
instructional time. The multiple exchanges with the same students reinforce the same
behavior in other students. In essence, there are multiple opportunities to misbehave
when students are not taught to self-correct at the first directive. If all students are
systematically taught how to follow classroom rules and routines through a direct
, instruction model, multiple warnings, and repeated requests can be eliminated, thus
saving valuable instructional minutes."
By providing multiple chances, the student is not taught to self-correct and therefore, not
taught to monitor his/her behavior. In addition, other students subconsciously learn how
far the teacher can be pushed. And finally, valuable instruction time is being wasted.
Considering this situation, does anyone win?
REACTIVE VS. PROACTIVE MANAGEMENT - Correct Answer Fred Jones stated that
"Focusing on potential problems can be disquieting. It is easy to give in to denial and
procrastination. When we do, we back ourselves into 'reactive management'. Proactive
management is more than a set of procedures; it is a mindset. It is the way a person
thinks when success is non-negotiable, and it just happens to be easier in the long run."
(Jones, 2007) But how can we attain this mindset? What practices can we employ each
day to become proactive teachers rather than reactive teachers?
It has been said that in order to become healthy, you should think and act like a healthy
person. The same concept holds true for effective classroom managers. To be an
effective classroom manager, you should think and act like an effective classroom
manager. How do they think? In what behaviors do they engage? How do proactive
teachers think and plan for classroom management? What behaviors can we mimic to
become proactive?
Dr. Fred Jones has spent over 30 years researching what effective teachers do in the
classroom to help students become self-managers. He stated, "Responsible students
who have learned to manage themselves require much less management from the
teacher." His work focuses on a non-adversarial role in managing student behavior.
First, Dr. Jones believes that proactive teachers organize in advance, while reactive
teachers have no plan for addressing a lack of organization. Proactive teachers plan in
advance for teaching student behaviors, and they understand that new activities, such
as lab work, may require teaching new behaviors for those activities.
Second, proactive teachers know how to organize for getting things done, while reactive
teachers either don't know how to organize, or they choose not to. Activities fall apart in
the reactive teacher's classroom and go smoothly in the proactiv
Assume the Best - Correct Answer Students want to learn, and they also want to be
held accountable. When we assume the best in our students, we believe they want to
learn and learn in a safe, predictable environment. The following article, "Assuming the
Best," by Rick Smith and Mary Lambert, addresses this and other strategies, which
promote learning in a safe, predictable environment. When a "Phil" is in your classroom,
other students may appear to be entertained by his behavior, and may even join in, but
in reality, they want you to address the misbehavior and value their right to learn. Often,
we become so caught up in one student's antics that we ignore the other 25 students
who want to learn. If you assume the best about your students, that they are just as
eager to learn as you are to teach, then addressing misbehavior validates your
students.
"Assuming the Best" introduces the idea of the invisible contract between the students
and the teacher. Like other contracts, this contract contains important "clauses." In this
case, safe and structured are important clauses. Thus, when students break minor
questions and 100% verified correct answers
INTRO TO CLASS MGMT - Correct Answer We know from research and practice that
highly effective teachers maintain well-managed classrooms. (Browers & Tomic, 2000)
New teachers often struggle when faced with significant classroom disruptions and cite
classroom management as a major factor contributing to leaving the profession.
Further, new teachers are often assigned to schools with large populations of
economically disadvantaged students with a disproportionate number of behavioral
issues. Unfortunately, it has been shown that new teachers' inability to manage
classroom behaviors contributes to the low achievement of at-risk students and to
excessive referrals to special education (Donovan and Cross, 2002). That being said,
Federal laws, such as The Elementary and Secondary Schools Act, and the state
accountability system use the academic progress of economically disadvantaged
children as one of several indicators of teacher and school performance.
In a December 2007 study, the National Comprehensive Center for Teacher Quality
provided research and recommendations for improving teacher quality and
effectiveness, specifically in the area of classroom management. This research focused
on preventing behavior problems rather than reacting to problems. Our goal in this and
other classroom management modules is to provide you with the necessary tools for
proactive classroom management, strategies to address issues as they arise, and
support for your development as a professional educator. We will examine the goals of
discipline and provide an overview of four styles of behavior management. Finally, we
will ask you to examine your beliefs regarding student discipline and direct you to a
more in-depth analysis of your preferred management style.
DISCIPLINE MANAGEMENT - Correct Answer you are teaching content, but you are
also teaching behavior.
whether you want to or not, as a teacher, children and teenagers will look to you for
guidance as they begin to navigate the world. You are a role model, and even children
who come from stable backgrounds will look to you for guidance regarding appropriate
behaviors.
Kelly Graham and Elsbeth Prigmore - Correct Answer instruction will not be effective
unless teachers foster positive relationships with their students, set appropriate limits,
and hold and communicate high expectations.
"One of the major flaws in some classroom management systems is that the teacher
gives numerous chances, requests or warnings--all of which waste academic
instructional time. The multiple exchanges with the same students reinforce the same
behavior in other students. In essence, there are multiple opportunities to misbehave
when students are not taught to self-correct at the first directive. If all students are
systematically taught how to follow classroom rules and routines through a direct
, instruction model, multiple warnings, and repeated requests can be eliminated, thus
saving valuable instructional minutes."
By providing multiple chances, the student is not taught to self-correct and therefore, not
taught to monitor his/her behavior. In addition, other students subconsciously learn how
far the teacher can be pushed. And finally, valuable instruction time is being wasted.
Considering this situation, does anyone win?
REACTIVE VS. PROACTIVE MANAGEMENT - Correct Answer Fred Jones stated that
"Focusing on potential problems can be disquieting. It is easy to give in to denial and
procrastination. When we do, we back ourselves into 'reactive management'. Proactive
management is more than a set of procedures; it is a mindset. It is the way a person
thinks when success is non-negotiable, and it just happens to be easier in the long run."
(Jones, 2007) But how can we attain this mindset? What practices can we employ each
day to become proactive teachers rather than reactive teachers?
It has been said that in order to become healthy, you should think and act like a healthy
person. The same concept holds true for effective classroom managers. To be an
effective classroom manager, you should think and act like an effective classroom
manager. How do they think? In what behaviors do they engage? How do proactive
teachers think and plan for classroom management? What behaviors can we mimic to
become proactive?
Dr. Fred Jones has spent over 30 years researching what effective teachers do in the
classroom to help students become self-managers. He stated, "Responsible students
who have learned to manage themselves require much less management from the
teacher." His work focuses on a non-adversarial role in managing student behavior.
First, Dr. Jones believes that proactive teachers organize in advance, while reactive
teachers have no plan for addressing a lack of organization. Proactive teachers plan in
advance for teaching student behaviors, and they understand that new activities, such
as lab work, may require teaching new behaviors for those activities.
Second, proactive teachers know how to organize for getting things done, while reactive
teachers either don't know how to organize, or they choose not to. Activities fall apart in
the reactive teacher's classroom and go smoothly in the proactiv
Assume the Best - Correct Answer Students want to learn, and they also want to be
held accountable. When we assume the best in our students, we believe they want to
learn and learn in a safe, predictable environment. The following article, "Assuming the
Best," by Rick Smith and Mary Lambert, addresses this and other strategies, which
promote learning in a safe, predictable environment. When a "Phil" is in your classroom,
other students may appear to be entertained by his behavior, and may even join in, but
in reality, they want you to address the misbehavior and value their right to learn. Often,
we become so caught up in one student's antics that we ignore the other 25 students
who want to learn. If you assume the best about your students, that they are just as
eager to learn as you are to teach, then addressing misbehavior validates your
students.
"Assuming the Best" introduces the idea of the invisible contract between the students
and the teacher. Like other contracts, this contract contains important "clauses." In this
case, safe and structured are important clauses. Thus, when students break minor
