YTREWQ
Instructor’s Manual and Test Bank
ST
For
Building Classroom Management:
Methods and Models
U
12th Edition
D
C.M. Charles,
YL
ALL CHAPTERS INCLUDED
AB
ALL ANSWERS INCLUDED
, YTREWQ
TABLE OF CONTENTS
Chapter 1 The Teacher’s Role in Managing the Classroom 1
Test Questions 17
Chapter 2 Taking Student Diversity into Account in Classroom Management 3
Test Questions 24
Chapter 3 Classroom Management Concepts and Terms 5
Test Questions 32
Chapter 4 The Development of Classroom Management 6
Test Questions 39
ST
Chapter 5 Insisting on Compliance: Ronald Morrish’s Real Discipline 7
Test Questions 46
Chapter 6 Taking Charge in the Classroom: Craig Seganti 8
Test Questions 53
U
Chapter 7 Getting Off to a Good Start: Harry and Rosemary Wong
on Preventing Management Problems 9
Test Questions 60
D
Chapter 8 Time Use in Classrooms: How Fred Jones Helps Students
Stay Focused and On Task 10
YL
Test Questions 67
Chapter 9 The Power of Positive Choice: William Glasser on Quality Learning 11
Test Questions 74
Chapter 10 Fostering Responsible Behavior: Marvin Marshall on
Motivation and Student Choice 12
AB
Test Questions 81
Chapter 11 Working on the Same Side with Students: Spencer Kagan’s
Win-Win Discipline 13
Test Questions 88
Chapter 12 School-Wide Positive Behavior Supports: A Data-Driven,
Evidence-Based Approach to Whole-School Behavioral Management 14
Test Questions 95
Chapter 13 Classroom Management for Students with Learning and
Behavioral Challenges 15
Test Questions 102
Chapter 14 Striving for Excellence in Classroom Management 16
Guiding Questions 109
, YTREWQ
Building Classroom Management: Methods and Models
Learning Outcomes
Each chapter is intended to help students meet one or more learning outcomes. These outcomes are
specified on the first page of each chapter and on the first content slide in the PowerPoint presentations.
Suggested Instructional Activities
For each chapter, you will find suggested activities and discussion questions that you can use to guide
class sessions. These activities are, for the most part, written to be completed during class time; they are
intended to build upon students’ observations and experiences in K-12 classrooms that are part of their
teacher education program. (For that reason, the manual does not make many suggestions for how
students are to approach their clinical experiences; we leave that up to individual faculty members to
determine.)
ST
PowerPoints
PowerPoint presentations cover the key points in each chapter. Slides are text-heavy; instructors are
encouraged to personalize the presentation by adding, deleting, or editing the content. We suggest that
you consider incorporating hot links, videos, and images to make the presentations more engaging.
Adding transitions and builds will also add interest to the slides and allow you to speak about important
U
points before students have moved on to the next text items. All presentations have been assessed for
accessibility and no issues are present.
Test Items
D
For each chapter, you will find three types of test questions: true/false, multiple choice, and constructed
response. Questions reflect a variety of levels of thinking about text content. We recommend selecting
test questions carefully, as using all of them would result in lengthy and sometimes redundant exams.
YL
Further, you will notice that each chapter contains 40 true or false questions; to reduce the effects of
guessing, we strongly recommend that you ask students to revise any false statement to make them
true. In this way, you can discern whether or not they know what is inaccurate about each statement.
True/false items are more robust when you use this method. If you follow this suggestion, be sure to leave
adequate space for students to write their revisions.
Activities
AB
Because instructor goals and styles differ, we do not present definitive strategies for how to approach
each chapter. The following are presented as suggestions you might find helpful:
• When you plan and present this textbook, consider depth over breath. Depending on your goals, you
may judiciously select to cover those approaches you believe will most benefit your students. Do not
feel that students must study all approaches in depth; further, we hope that the goal for each chapter is
less about memorizing individuals and their contributions and more about identifying recurring
themes and considering how certain strategies would play out in a variety of classroom situations.
• Have students start their management journals during class. Have them head various pages with the
topics in the planning guide. Consider providing tape flags to help students be able to quickly find
each main topic. Encourage students to bring their journals each day; consider spending the last few
minutes of each class having students record new information and ideas in the appropriate section of
the journal.
• Along with class lectures, discussions, and video segments, also consider using guest presenters,
teacher panels, student presentations, group or team collaborative work, role plays, and class debates.
, YTREWQ
• You might wish to direct students to current television programs and Hollywood movies involving
teachers, coaches, and schools; asking students to consider media portrayals of teachers and other
members of the school community can provoke interesting insights.
• Have students identify the management needs for specific grade levels and situations.
• Ask students to describe or reflect in writing on discipline tactics they have experienced personally,
or currently are observing or have observed. Then have them describe the relationship of their
observations to theories studied in class, and list unanswered questions they might have.
• Encourage students to visit websites and read primary sources, especially books and journal articles
by authorities whose approaches of discipline are included in the text.
• Plan to meet with students individually during the term to discuss their progress in developing a
personal system of discipline.
• Consider using the Circle the Sage structure or Jigsaw for student presentations—see details that
follow. These approaches will involve students actively, help to manage the content and presentation
of the chapters, give students a teaching opportunity, and offer the instructor an additional assessment
ST
opportunity.
U
D
YL
AB
Instructor’s Manual and Test Bank
ST
For
Building Classroom Management:
Methods and Models
U
12th Edition
D
C.M. Charles,
YL
ALL CHAPTERS INCLUDED
AB
ALL ANSWERS INCLUDED
, YTREWQ
TABLE OF CONTENTS
Chapter 1 The Teacher’s Role in Managing the Classroom 1
Test Questions 17
Chapter 2 Taking Student Diversity into Account in Classroom Management 3
Test Questions 24
Chapter 3 Classroom Management Concepts and Terms 5
Test Questions 32
Chapter 4 The Development of Classroom Management 6
Test Questions 39
ST
Chapter 5 Insisting on Compliance: Ronald Morrish’s Real Discipline 7
Test Questions 46
Chapter 6 Taking Charge in the Classroom: Craig Seganti 8
Test Questions 53
U
Chapter 7 Getting Off to a Good Start: Harry and Rosemary Wong
on Preventing Management Problems 9
Test Questions 60
D
Chapter 8 Time Use in Classrooms: How Fred Jones Helps Students
Stay Focused and On Task 10
YL
Test Questions 67
Chapter 9 The Power of Positive Choice: William Glasser on Quality Learning 11
Test Questions 74
Chapter 10 Fostering Responsible Behavior: Marvin Marshall on
Motivation and Student Choice 12
AB
Test Questions 81
Chapter 11 Working on the Same Side with Students: Spencer Kagan’s
Win-Win Discipline 13
Test Questions 88
Chapter 12 School-Wide Positive Behavior Supports: A Data-Driven,
Evidence-Based Approach to Whole-School Behavioral Management 14
Test Questions 95
Chapter 13 Classroom Management for Students with Learning and
Behavioral Challenges 15
Test Questions 102
Chapter 14 Striving for Excellence in Classroom Management 16
Guiding Questions 109
, YTREWQ
Building Classroom Management: Methods and Models
Learning Outcomes
Each chapter is intended to help students meet one or more learning outcomes. These outcomes are
specified on the first page of each chapter and on the first content slide in the PowerPoint presentations.
Suggested Instructional Activities
For each chapter, you will find suggested activities and discussion questions that you can use to guide
class sessions. These activities are, for the most part, written to be completed during class time; they are
intended to build upon students’ observations and experiences in K-12 classrooms that are part of their
teacher education program. (For that reason, the manual does not make many suggestions for how
students are to approach their clinical experiences; we leave that up to individual faculty members to
determine.)
ST
PowerPoints
PowerPoint presentations cover the key points in each chapter. Slides are text-heavy; instructors are
encouraged to personalize the presentation by adding, deleting, or editing the content. We suggest that
you consider incorporating hot links, videos, and images to make the presentations more engaging.
Adding transitions and builds will also add interest to the slides and allow you to speak about important
U
points before students have moved on to the next text items. All presentations have been assessed for
accessibility and no issues are present.
Test Items
D
For each chapter, you will find three types of test questions: true/false, multiple choice, and constructed
response. Questions reflect a variety of levels of thinking about text content. We recommend selecting
test questions carefully, as using all of them would result in lengthy and sometimes redundant exams.
YL
Further, you will notice that each chapter contains 40 true or false questions; to reduce the effects of
guessing, we strongly recommend that you ask students to revise any false statement to make them
true. In this way, you can discern whether or not they know what is inaccurate about each statement.
True/false items are more robust when you use this method. If you follow this suggestion, be sure to leave
adequate space for students to write their revisions.
Activities
AB
Because instructor goals and styles differ, we do not present definitive strategies for how to approach
each chapter. The following are presented as suggestions you might find helpful:
• When you plan and present this textbook, consider depth over breath. Depending on your goals, you
may judiciously select to cover those approaches you believe will most benefit your students. Do not
feel that students must study all approaches in depth; further, we hope that the goal for each chapter is
less about memorizing individuals and their contributions and more about identifying recurring
themes and considering how certain strategies would play out in a variety of classroom situations.
• Have students start their management journals during class. Have them head various pages with the
topics in the planning guide. Consider providing tape flags to help students be able to quickly find
each main topic. Encourage students to bring their journals each day; consider spending the last few
minutes of each class having students record new information and ideas in the appropriate section of
the journal.
• Along with class lectures, discussions, and video segments, also consider using guest presenters,
teacher panels, student presentations, group or team collaborative work, role plays, and class debates.
, YTREWQ
• You might wish to direct students to current television programs and Hollywood movies involving
teachers, coaches, and schools; asking students to consider media portrayals of teachers and other
members of the school community can provoke interesting insights.
• Have students identify the management needs for specific grade levels and situations.
• Ask students to describe or reflect in writing on discipline tactics they have experienced personally,
or currently are observing or have observed. Then have them describe the relationship of their
observations to theories studied in class, and list unanswered questions they might have.
• Encourage students to visit websites and read primary sources, especially books and journal articles
by authorities whose approaches of discipline are included in the text.
• Plan to meet with students individually during the term to discuss their progress in developing a
personal system of discipline.
• Consider using the Circle the Sage structure or Jigsaw for student presentations—see details that
follow. These approaches will involve students actively, help to manage the content and presentation
of the chapters, give students a teaching opportunity, and offer the instructor an additional assessment
ST
opportunity.
U
D
YL
AB
