3 1. Classroom Management: the steps teachers take to optimize learning by shaping their classroom environment, engaging students in learning and minimizing inappropriate behavior.2. Authoritarian Style: a management style that seeks to control students’ behavior through many rules, procedures, and consequences.
4 3. Permissive Style: a management style that sets few expectations and rules for students and enforces them inconsistently. 4. Authoritative Style: a management style that seeks to shape students’ behavior through setting high expectations, explanations, and consistent application of consequences.
5 5. School Policies: overall guidelines that generally address major issues such as attendance and dress code.6. Class Rules: the guidelines for student behavior specific to a class or teacher.
6 7. Classroom Procedures: specific guidelines that translate the class rules into concrete actions expected of students8. Nonverbal Cues: communication without words using techniques such as eye contact, body language, gestures, and physical closeness
8 The arrangement and look for a classroom sets the atmosphere for:learningGuidelines for arranging the space are:a. ease of student useb. ease of teachingc. ease of supervision
9 Developing a stimulating learning environment involves:teacher ingenuity and effort along with an understanding of the impact that environment can make.Building a sense of community involves:a. positive relationshipsb. respectc. student involvementd. class identity
11 One of the biggest challenges for teachers is:keeping everyone involved in the learning processWhen teachers presentengaging lessons:students learn and remember more. In addition, students involved in learning are less likely to engage in problem behaviors.Common transition situationsthat teachers should handleinclude:● greeting students●class start-up assignment●students who finish early●transition to small groups●lesson ends earlyWhen teachers commendstudents for special effort, thedesired behavior is:reinforced
13 behavior directly impacts: how much learning can take place How well teachersmanage classroombehavior directly impacts:how much learning can take placeThe three generalmanagement stylesidentified by educationalresearchers are:●authoritarian style●permissive style●authoritative style
14 In developing a personal behavior management plan, key questions should include:●What realistic expectations for student behavior should you set?●How will you reward students for appropriate behavior?● What steps will you take when inappropriate behavior occurs?
15 When establishing classroom rules and procedures, teachers should: ● Establish class rules during the first few days of class.●Involve students in setting rules and procedures.●Keep the rule list short. State rules and procedures in positive terms.●Define the terms.●Adjust rules and procedures if they are not working well.
16 Minimizing problem behaviors an be done by A. Developing personal responsibility in students:having the ability to monitor personal behavior and accept the consequences of misbehavior.B. Utilizing Routines: helping students know what to expect and what is expected of them.C. Assigning Seats: students do not choose their desks. Instead, teachers designate the seating arrangement.D. Monitories the classroom: keeping track of what is happening throughout the classroom, even when involved in an activity.E. Using nonverbal cues: using techniques such as eye contact, body language, gestures, and physical closeness.
18 The basis for determining how to respond to problem behaviors is comprised of: a teacher’s behavior management plan, along with school rules, district policies, and class rules and proceduresHow a teacher reacts when a behavior issueoccurs affects students’ attitude toward: the teacher and often shapes their own future behavior
19 A teacher must respond in the same way a particular situation is encountered because: students know that the teacher will follow through with consequences. They also know that consequences will be applied fairly, the same way for every student. Techniques that are usually effective in dealing with common behavior problems included: using nonverbal cues; asking the student a question related to the lesson; inserting the student’s name in the lesson; stating clearly what the student should do and then walking away, taking the focus off the situation
20 In dealing with serious behavioral issues teachers should: A. Keep RecordsIt establishes that a pattern of misconduct exists and shows its frequency. It helps the teacher remain objective about the situation or student. It helps in analyzing the problem and the effectiveness of the teacher’s responses. It provides a basis for gauging improvement when new strategies or responses are put in place.B. Involve Parents or Guardians:This depends on the severity of the problem and the success (or lack of success) in dealingwith behavioral issues in the classroom.C. Utilize School Resources:other teachers, the principal, the dean, school counselors, other designated people