Building Classroom Management: Methods and
ST
Models – 12th Edition
UV
INSTRUCTOR’S
IA
MANUAL &TEST
_A
BANK
PP
RO
C.M. Charles
Karen Cole
VE
Comprehensive Instructor’s Manual and Test Bank for Instructors and Students
D?
© [Author Name]
All rights reserved. Reproduction or distribution without permission is prohibited.
??
©STUDYSTREAM
, TABLE OF CONTENTS
Chapter 1 The Teacher’s Role in Managing the Classroom 1
ST
Test Questions 17
Chapter 2 Taking Student Diversity into Account in Classroom Management 3
Test Questions 24
UV
Chapter 3 Classroom Management Concepts and Terms 5
Test Questions 32
Chapter 4 The Development of Classroom Management 6
Test Questions 39
Chapter 5 Insisting on Compliance: Ronald Morrish’s Real Discipline 7
IA
Test Questions 46
Chapter 6 Taking Charge in the Classroom: Craig Seganti 8
Test Questions 53
_A
Chapter 7 Getting Off to a Good Start: Harry and Rosemary Wong
on Preventing Management Problems 9
Test Questions 60
PP
Chapter 8 Time Use in Classrooms: How Fred Jones Helps Students
Stay Focused and On Task 10
Test Questions 67
Chapter 9 The Power of Positive Choice: William Glasser on Quality Learning 11
Test Questions 74
RO
Chapter 10 Fostering Responsible Behavior: Marvin Marshall on
Motivation and Student Choice 12
Test Questions 81
Chapter 11 Working on the Same Side with Students: Spencer Kagan’s
VE
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
D?
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
iii
Copyright © 2019, 2014, 2011 by Pearson Education, Inc. All rights reserved.
, Chapter 1
The Teacher’s Role in Managing the Classroom
ST
Activities:
1. Do a brainstorming carousel with some or all of the fundamental questions. Write each question
at the top of a poster-size sticky note; place the notes at various places in the room. Divide your
UV
class into the same number of groups as you have posters. Give each group a different-colored
marker. Have each group go stand in front of one of the posters.
Tell students that you’re going to set the timer for two minutes, and the designated writer for their
group should jot words and questions that come to mind in response to the question on the poster.
(The writing should be relatively small but still visible, as all groups will contribute to each
IA
poster’s contents.) After two minutes, have students rotate clockwise to the next poster, read what
the previous group wrote, and add their own ideas and questions. Repeat until all groups have had
time at all posters. (You may wish to allocate more time for the final few posters, since students
will have to read what others wrote and may need more time to come up with new additions.)
_A
When all posters have been visited by all groups, have a gallery walk where students view the
information added to each poster after their initial ideas. Then debrief as a class. Retain posters to
revisit at the end of the course.
2. Most students have a few stand-out memories of the way their own K-12 teachers managed the
PP
classroom. Processing these at the beginning of the first class can be helpful as it reduces
students’ needs to tell management-related stories later in the course. Ask students in small
groups to take turns describing the best teachers they ever had and the worst teachers they ever
had. (Although they can consider all teacher behaviors, ask them to be sure to consider
management effectiveness.) For the best teachers, what characteristics made that person such a
positive model in students’ lives? For the worst, what behaviors were problematic? Students
RO
should make two lists as they discuss:
Characteristics Worth Emulating
Characteristics to Avoid
Once all students have had time to talk, ask each group to contribute to a master list of behaviors
that made teachers memorable in a positive way. Ask them to name the characteristics or
VE
behaviors that teachers should strive to avoid when managing the classroom.
3. The National Education Association (NEA, 1975) stipulates professional and ethical provisions
for educators. In teams of three or four, discuss how professional teachers look, sound, and act in
following these standards. Are there behaviors that your students think should be added to the
code?
D?
4. INTASC identifies ten outcomes related to teaching. In teams of two or three, analyze an
assigned outcome and lead a discussion with the class about its relevance to teaching and learning
in classrooms of today.
??
5. Do some roleplaying within your group. Practice the use of skills put forth by each of the experts
discussed in this chapter. How would each have teachers respond to the situations below?
a. Becky is dawdling as she gets her materials from her cubby or locker.
b. Felix mumbles under his breath and glares at you as you return graded papers.
1
Copyright © 2019, 2014, 2011 by Pearson Education, Inc. All rights reserved.
, c. Marquis is slumped down in his desk, studiously avoiding his assigned classwork.
d. Tian and Jenae are distracting each other and the students around them during independent
work time.
ST
e. Ahmed has his phone out during class.
6. Hold class discussion on one or more of the following topics:
Ginott suggests that teachers who use congruent communication do not preach, moralize,
impose guilt, or demand promises. Yet almost everyone has had at least one teacher (and,
UV
sadly, many of us have had more than one) who utilized these negative strategies regularly.
Discuss the factors that might account for the use of these ineffective strategies, and what you
might do if you (a) find yourself doing them, or (b) find yourself working with a colleague
who regularly exhibits them.
Discuss what Covey means when he says Seek first to understand, then to be understood.
What in your experiences have you observed to support that highly successful people attempt
IA
to understand their listeners before they try to make listeners understand them?
Why should teachers resist the temptation to question students about their behavior? What
behaviors might a teacher use instead of asking “Why Questions”?
What do you think Glasser means when he speaks of “befriending” students? What are the
parameters you would recommend for someone encountering this idea in Glasser’s writing?
_A
PP
RO
VE
D?
??
2
Copyright © 2019, 2014, 2011 by Pearson Education, Inc. All rights reserved.
ST
Models – 12th Edition
UV
INSTRUCTOR’S
IA
MANUAL &TEST
_A
BANK
PP
RO
C.M. Charles
Karen Cole
VE
Comprehensive Instructor’s Manual and Test Bank for Instructors and Students
D?
© [Author Name]
All rights reserved. Reproduction or distribution without permission is prohibited.
??
©STUDYSTREAM
, TABLE OF CONTENTS
Chapter 1 The Teacher’s Role in Managing the Classroom 1
ST
Test Questions 17
Chapter 2 Taking Student Diversity into Account in Classroom Management 3
Test Questions 24
UV
Chapter 3 Classroom Management Concepts and Terms 5
Test Questions 32
Chapter 4 The Development of Classroom Management 6
Test Questions 39
Chapter 5 Insisting on Compliance: Ronald Morrish’s Real Discipline 7
IA
Test Questions 46
Chapter 6 Taking Charge in the Classroom: Craig Seganti 8
Test Questions 53
_A
Chapter 7 Getting Off to a Good Start: Harry and Rosemary Wong
on Preventing Management Problems 9
Test Questions 60
PP
Chapter 8 Time Use in Classrooms: How Fred Jones Helps Students
Stay Focused and On Task 10
Test Questions 67
Chapter 9 The Power of Positive Choice: William Glasser on Quality Learning 11
Test Questions 74
RO
Chapter 10 Fostering Responsible Behavior: Marvin Marshall on
Motivation and Student Choice 12
Test Questions 81
Chapter 11 Working on the Same Side with Students: Spencer Kagan’s
VE
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
D?
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
iii
Copyright © 2019, 2014, 2011 by Pearson Education, Inc. All rights reserved.
, Chapter 1
The Teacher’s Role in Managing the Classroom
ST
Activities:
1. Do a brainstorming carousel with some or all of the fundamental questions. Write each question
at the top of a poster-size sticky note; place the notes at various places in the room. Divide your
UV
class into the same number of groups as you have posters. Give each group a different-colored
marker. Have each group go stand in front of one of the posters.
Tell students that you’re going to set the timer for two minutes, and the designated writer for their
group should jot words and questions that come to mind in response to the question on the poster.
(The writing should be relatively small but still visible, as all groups will contribute to each
IA
poster’s contents.) After two minutes, have students rotate clockwise to the next poster, read what
the previous group wrote, and add their own ideas and questions. Repeat until all groups have had
time at all posters. (You may wish to allocate more time for the final few posters, since students
will have to read what others wrote and may need more time to come up with new additions.)
_A
When all posters have been visited by all groups, have a gallery walk where students view the
information added to each poster after their initial ideas. Then debrief as a class. Retain posters to
revisit at the end of the course.
2. Most students have a few stand-out memories of the way their own K-12 teachers managed the
PP
classroom. Processing these at the beginning of the first class can be helpful as it reduces
students’ needs to tell management-related stories later in the course. Ask students in small
groups to take turns describing the best teachers they ever had and the worst teachers they ever
had. (Although they can consider all teacher behaviors, ask them to be sure to consider
management effectiveness.) For the best teachers, what characteristics made that person such a
positive model in students’ lives? For the worst, what behaviors were problematic? Students
RO
should make two lists as they discuss:
Characteristics Worth Emulating
Characteristics to Avoid
Once all students have had time to talk, ask each group to contribute to a master list of behaviors
that made teachers memorable in a positive way. Ask them to name the characteristics or
VE
behaviors that teachers should strive to avoid when managing the classroom.
3. The National Education Association (NEA, 1975) stipulates professional and ethical provisions
for educators. In teams of three or four, discuss how professional teachers look, sound, and act in
following these standards. Are there behaviors that your students think should be added to the
code?
D?
4. INTASC identifies ten outcomes related to teaching. In teams of two or three, analyze an
assigned outcome and lead a discussion with the class about its relevance to teaching and learning
in classrooms of today.
??
5. Do some roleplaying within your group. Practice the use of skills put forth by each of the experts
discussed in this chapter. How would each have teachers respond to the situations below?
a. Becky is dawdling as she gets her materials from her cubby or locker.
b. Felix mumbles under his breath and glares at you as you return graded papers.
1
Copyright © 2019, 2014, 2011 by Pearson Education, Inc. All rights reserved.
, c. Marquis is slumped down in his desk, studiously avoiding his assigned classwork.
d. Tian and Jenae are distracting each other and the students around them during independent
work time.
ST
e. Ahmed has his phone out during class.
6. Hold class discussion on one or more of the following topics:
Ginott suggests that teachers who use congruent communication do not preach, moralize,
impose guilt, or demand promises. Yet almost everyone has had at least one teacher (and,
UV
sadly, many of us have had more than one) who utilized these negative strategies regularly.
Discuss the factors that might account for the use of these ineffective strategies, and what you
might do if you (a) find yourself doing them, or (b) find yourself working with a colleague
who regularly exhibits them.
Discuss what Covey means when he says Seek first to understand, then to be understood.
What in your experiences have you observed to support that highly successful people attempt
IA
to understand their listeners before they try to make listeners understand them?
Why should teachers resist the temptation to question students about their behavior? What
behaviors might a teacher use instead of asking “Why Questions”?
What do you think Glasser means when he speaks of “befriending” students? What are the
parameters you would recommend for someone encountering this idea in Glasser’s writing?
_A
PP
RO
VE
D?
??
2
Copyright © 2019, 2014, 2011 by Pearson Education, Inc. All rights reserved.
