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INSTRUCTOR’S SOLUTION MANUAL AND TEST BANK
Comprehensive Classroom Management: Creating Communities of Support and Solving
Problems
by Vern Jones, Louise Jones
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Table of Contents
Learning Outcomes and Suggested Activities............................................................................................................. 1
Chapter 1: Classroom Management in Perspective .................................................................................................... 2
Chapter 2: Understanding Students’ Basic Psychological Needs ............................................................................... 3
Chapter 3: Establishing Positive Teacher-Student Relationships ............................................................................... 6
Chapter 4: Creating Positive Peer Relationships ........................................................................................................ 8
Chapter 5: Working with Family Members ............................................................................................................... 9
Chapter 6: Developing Standards for Classroom Behavior ...................................................................................... 10
Chapter 7: Enhancing Students’ Motivation to Learn .............................................................................................. 13
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Chapter 8: Responding to Behavior that Disrupts the Learning Process .................................................................. 14
Chapter 9: Using Problem Solving to Resolve Behavior Problems .......................................................................... 15
Chapter 10: Developing Individual Behavior Change Plans .................................................................................... 16
Instructor Resource 10.1 ..................................................................................................................................... 18
Instructor Resource 10.2 ..................................................................................................................................... 19
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Chapter 1: Classroom Management in Perspective
Overview
Teachers must deal with serious problems from students acting in ways that disrupt the learning environment.
Research in classroom management has extended to new methods of motivating and managing students. These
methods enable teachers to create more positive, supportive classroom environments; better organize and instruct
their students; and more effectively respond to the behavior of students who act irresponsibly and positively impact
instruction. The methods are more effective when teachers have a clear philosophy of classroom management
Learning Outcomes
1.1 Explain why classroom management is important and identify basic components that comprise an effective
management system.
1.2 Describe trends in classroom management research and practice
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1.3 Identify school and social variables that can significantly affect student behavior
1.4 Identify factors that can affect teachers’ management decisions
Activities
1. Have students document the Pause and Consider activities in the textbook. Students may maintain a learning
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log that has two columns. Teacher candidates or teachers post their responses in the first column. The second
column is reserved for peer or instructor replies. These activities can also be done within the discussion
feature of course management software.
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2. Identify several websites that cater to new teachers’ issues and management concerns. Have the teacher
candidates or teachers brainstorm about issues or concerns they have about classroom management, then have
them visits the sites to compare their responses with the concerns listed in the sites. Which areas covered by
the sites were on their lists? What aspects of management had they not yet thought about? What advice is
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given on the sites?
3. Have half of the students in class think of a teacher who was effective in their classroom management (field
observations, personal experience). Have them list personal characteristics/behaviors that contributed to that
teacher’s success. Have the other half of the class think of a teacher who was ineffective in their ability to
manage a classroom. Have them list personal characteristics/behaviors that contributed to that teacher’s lack
of success. Have the students share and compare the lists. Are these characteristics inherited or can they be
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taught? Next, have the class discuss how the traits of the effective teacher correlate with the author’s
management assumptions as spelled out in the chapter/PowerPoint.
4. In small groups, have students identify experiences, beliefs, values, attitudes, or behaviors they have or have
had which might influence how they manage a classroom. Would any of these need to be reexamined in light
of the information in the chapter?
5. Have students create a timeline reflecting the historical trends and influences in classroom management. Have
small groups investigate each approach/model and share with their peers.
All Chapters Included ⬛⬛⬛
KJHGFDSA
, LKJHGFDSA
All Answers Included ⬛⬛⬛
ST
U
D
YL
AB
KJHGFDSA
INSTRUCTOR’S SOLUTION MANUAL AND TEST BANK
Comprehensive Classroom Management: Creating Communities of Support and Solving
Problems
by Vern Jones, Louise Jones
ST
U
D
YL
AB
KJHGFDSA
, LKJHGFDSA
Table of Contents
Learning Outcomes and Suggested Activities............................................................................................................. 1
Chapter 1: Classroom Management in Perspective .................................................................................................... 2
Chapter 2: Understanding Students’ Basic Psychological Needs ............................................................................... 3
Chapter 3: Establishing Positive Teacher-Student Relationships ............................................................................... 6
Chapter 4: Creating Positive Peer Relationships ........................................................................................................ 8
Chapter 5: Working with Family Members ............................................................................................................... 9
Chapter 6: Developing Standards for Classroom Behavior ...................................................................................... 10
Chapter 7: Enhancing Students’ Motivation to Learn .............................................................................................. 13
ST
Chapter 8: Responding to Behavior that Disrupts the Learning Process .................................................................. 14
Chapter 9: Using Problem Solving to Resolve Behavior Problems .......................................................................... 15
Chapter 10: Developing Individual Behavior Change Plans .................................................................................... 16
Instructor Resource 10.1 ..................................................................................................................................... 18
Instructor Resource 10.2 ..................................................................................................................................... 19
U
D
YL
AB
KJHGFDSA
, LKJHGFDSA
Chapter 1: Classroom Management in Perspective
Overview
Teachers must deal with serious problems from students acting in ways that disrupt the learning environment.
Research in classroom management has extended to new methods of motivating and managing students. These
methods enable teachers to create more positive, supportive classroom environments; better organize and instruct
their students; and more effectively respond to the behavior of students who act irresponsibly and positively impact
instruction. The methods are more effective when teachers have a clear philosophy of classroom management
Learning Outcomes
1.1 Explain why classroom management is important and identify basic components that comprise an effective
management system.
1.2 Describe trends in classroom management research and practice
ST
1.3 Identify school and social variables that can significantly affect student behavior
1.4 Identify factors that can affect teachers’ management decisions
Activities
1. Have students document the Pause and Consider activities in the textbook. Students may maintain a learning
U
log that has two columns. Teacher candidates or teachers post their responses in the first column. The second
column is reserved for peer or instructor replies. These activities can also be done within the discussion
feature of course management software.
D
2. Identify several websites that cater to new teachers’ issues and management concerns. Have the teacher
candidates or teachers brainstorm about issues or concerns they have about classroom management, then have
them visits the sites to compare their responses with the concerns listed in the sites. Which areas covered by
the sites were on their lists? What aspects of management had they not yet thought about? What advice is
YL
given on the sites?
3. Have half of the students in class think of a teacher who was effective in their classroom management (field
observations, personal experience). Have them list personal characteristics/behaviors that contributed to that
teacher’s success. Have the other half of the class think of a teacher who was ineffective in their ability to
manage a classroom. Have them list personal characteristics/behaviors that contributed to that teacher’s lack
of success. Have the students share and compare the lists. Are these characteristics inherited or can they be
AB
taught? Next, have the class discuss how the traits of the effective teacher correlate with the author’s
management assumptions as spelled out in the chapter/PowerPoint.
4. In small groups, have students identify experiences, beliefs, values, attitudes, or behaviors they have or have
had which might influence how they manage a classroom. Would any of these need to be reexamined in light
of the information in the chapter?
5. Have students create a timeline reflecting the historical trends and influences in classroom management. Have
small groups investigate each approach/model and share with their peers.
All Chapters Included ⬛⬛⬛
KJHGFDSA
, LKJHGFDSA
All Answers Included ⬛⬛⬛
ST
U
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KJHGFDSA
