M
Instructor's Resource Manual and Test Bank
PR
Comprehensive Classroom
Management: Creating
ES
Communities of Support
and Solving Problems
SI
Twelfth Edition
VE
G
R
All Chapters Included
AD
All Answers Included
ES
iuytrewq
,M
Table of Contents
Learning Outcomes and Suggested Activities ............................................................................................................ 1
Chapter 1: Classroom Management in Perspective ................................................................................................... 2
PR
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
ES
Chapter 7: Enhancing Students’ Motivation to Learn ............................................................................................. 13
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
SI
Instructor Resource 10.2 ..................................................................................................................................... 19
VE
G
R
AD
ES
iuytrewq
, kjhgfds
Chapter 1: Classroom Management in Perspective
Overview
M
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
PR
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
ES
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
SI
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.
2. Identify several websites that cater to new teachers’ issues and management concerns. Have the teacher
VE
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
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
G
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
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.
R
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?
AD
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.
ES
All Chapters Included
All Answers Included
, Chapter 2: Understanding Students’ Basic Psychological Needs
Chapter 2: Understanding Students’ Basic Psychological Needs
Overview
M
Teachers who understand and effectively respond to unproductive student behavior as a major cause have far less job-
related stress. This chapter presents the significant concept that student behavior can be understood by considering
basic psychological needs students bring to the school setting. In many cases, students’ unproductive school behavior
PR
is a response to their basic needs not being met in the school setting. The presence of problems outside of school does
not release us of our responsibility to create learning environments that meet students’ basic needs.
Learning Outcomes
2.1 Differentiate among theories that relate basic personal needs to students’ behavior and achievement.
2.2 Describe the relationship between students’ basic needs and the risk for school failure
ES
Activities
1. Have students document the Pause and Consider activities in the textbook. Students may maintain a learning
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.
SI
2. To process the large number of needs-based theories in this chapter, have students form small groups; assign
each group a theorist. After reviewing that theorist’s work, perhaps supplemented by online research, the
group should do a quick report-out that covers the theorist’s identified needs. Consider providing chart paper
and markers or access to technology that allows students to create visual aids to accompany their explanation
of their assigned theorist’s particular needs list.
VE
3. Have the class create a list of examples of disruptive student behavior that they have observed in a field
placement or in their own classrooms. Assign each student or group a particular problem behavior and one of
the theorists covered in Chapter 2, then have them complete the following exercise.
Pretend that you are the theorist and that you are considering the disruptive
behavior you have witnessed. From your assigned theorist’s point of view, develop an explanation for the
G
problem behavior based on the unmet student need(s). Then brainstorm a list of ways in which you could
address that child’s need(s) in your classroom.
4. Have the class brainstorm negative behaviors that they have observed in field placements or their own
R
classrooms. Have the students fold a piece of paper into four equal columns, labeling them Attention,
Inadequacy, Power, and Revenge. Have the students sort the listed behaviors by possible cause. Were there
any behaviors that the students could not classify? Which category had the most behaviors? How might
“inadequacy” mask itself as other behaviors? Discuss how multiple theorists attribute negative behavior to
AD
similar needs.
5. The following are examples of excerpts emails that student teachers/interns wrote to their university
supervisors. In each case, at least one student need is not being met. Give each student or group of students
the text of the email. Have students discuss each one and formulate a reply, drawing on what they know to
this point in their studies. Be prepared to mentor them in effective communication and navigating
relationships.
ES
Steven is sent to school without lunch or lunch money daily. Because of the debt that he has already
accumulated in the cafeteria, Steven is no longer allowed to have a lunch choice. He is given only a cafeteria-
made peanut butter and jelly sandwich, which is charged to his student account at a reduced cost of 75 cents
so that he avoids accumulating much more debt. He is upset during the time my students make their lunch
choices and throughout the lunch period. What should I do?
4
Copyright © 2021, Pearson Education, Inc. All Rights Reserved.
Instructor's Resource Manual and Test Bank
PR
Comprehensive Classroom
Management: Creating
ES
Communities of Support
and Solving Problems
SI
Twelfth Edition
VE
G
R
All Chapters Included
AD
All Answers Included
ES
iuytrewq
,M
Table of Contents
Learning Outcomes and Suggested Activities ............................................................................................................ 1
Chapter 1: Classroom Management in Perspective ................................................................................................... 2
PR
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
ES
Chapter 7: Enhancing Students’ Motivation to Learn ............................................................................................. 13
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
SI
Instructor Resource 10.2 ..................................................................................................................................... 19
VE
G
R
AD
ES
iuytrewq
, kjhgfds
Chapter 1: Classroom Management in Perspective
Overview
M
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
PR
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
ES
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
SI
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.
2. Identify several websites that cater to new teachers’ issues and management concerns. Have the teacher
VE
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
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
G
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
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.
R
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?
AD
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.
ES
All Chapters Included
All Answers Included
, Chapter 2: Understanding Students’ Basic Psychological Needs
Chapter 2: Understanding Students’ Basic Psychological Needs
Overview
M
Teachers who understand and effectively respond to unproductive student behavior as a major cause have far less job-
related stress. This chapter presents the significant concept that student behavior can be understood by considering
basic psychological needs students bring to the school setting. In many cases, students’ unproductive school behavior
PR
is a response to their basic needs not being met in the school setting. The presence of problems outside of school does
not release us of our responsibility to create learning environments that meet students’ basic needs.
Learning Outcomes
2.1 Differentiate among theories that relate basic personal needs to students’ behavior and achievement.
2.2 Describe the relationship between students’ basic needs and the risk for school failure
ES
Activities
1. Have students document the Pause and Consider activities in the textbook. Students may maintain a learning
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.
SI
2. To process the large number of needs-based theories in this chapter, have students form small groups; assign
each group a theorist. After reviewing that theorist’s work, perhaps supplemented by online research, the
group should do a quick report-out that covers the theorist’s identified needs. Consider providing chart paper
and markers or access to technology that allows students to create visual aids to accompany their explanation
of their assigned theorist’s particular needs list.
VE
3. Have the class create a list of examples of disruptive student behavior that they have observed in a field
placement or in their own classrooms. Assign each student or group a particular problem behavior and one of
the theorists covered in Chapter 2, then have them complete the following exercise.
Pretend that you are the theorist and that you are considering the disruptive
behavior you have witnessed. From your assigned theorist’s point of view, develop an explanation for the
G
problem behavior based on the unmet student need(s). Then brainstorm a list of ways in which you could
address that child’s need(s) in your classroom.
4. Have the class brainstorm negative behaviors that they have observed in field placements or their own
R
classrooms. Have the students fold a piece of paper into four equal columns, labeling them Attention,
Inadequacy, Power, and Revenge. Have the students sort the listed behaviors by possible cause. Were there
any behaviors that the students could not classify? Which category had the most behaviors? How might
“inadequacy” mask itself as other behaviors? Discuss how multiple theorists attribute negative behavior to
AD
similar needs.
5. The following are examples of excerpts emails that student teachers/interns wrote to their university
supervisors. In each case, at least one student need is not being met. Give each student or group of students
the text of the email. Have students discuss each one and formulate a reply, drawing on what they know to
this point in their studies. Be prepared to mentor them in effective communication and navigating
relationships.
ES
Steven is sent to school without lunch or lunch money daily. Because of the debt that he has already
accumulated in the cafeteria, Steven is no longer allowed to have a lunch choice. He is given only a cafeteria-
made peanut butter and jelly sandwich, which is charged to his student account at a reduced cost of 75 cents
so that he avoids accumulating much more debt. He is upset during the time my students make their lunch
choices and throughout the lunch period. What should I do?
4
Copyright © 2021, Pearson Education, Inc. All Rights Reserved.
