Building Classroom Management: Methods and Models, 12th Edition Test Bank

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iiiTABLE OF CONTENTSChapter 1The Teacher’s Role inManaging the Classroom1Test Questions17Chapter 2Taking Student Diversity into Account in Classroom Management3Test Questions24Chapter 3Classroom Management Concepts and Terms5Test Questions32Chapter 4The Development of Classroom Management6Test Questions39Chapter 5Insisting on Compliance: Ronald Morrish’sReal Discipline7Test Questions46Chapter 6Taking Charge in the Classroom: Craig Seganti8Test Questions53Chapter 7Getting Off to a Good Start: Harry and Rosemary Wongon Preventing Management Problems9Test Questions60Chapter 8Time Use in Classrooms: How Fred Jones Helps StudentsStay Focused and On Task10Test Questions67Chapter 9The Power of Positive Choice: William Glasser on Quality Learning11Test Questions74Chapter 10Fostering Responsible Behavior: Marvin Marshall onMotivation and Student Choice12Test Questions81Chapter 11Working on the Same Side with Students: Spencer Kagan’sWin-Win Discipline13Test Questions88Chapter 12School-Wide Positive Behavior Supports: A Data-Driven,Evidence-Based Approach to Whole-School Behavioral Management14Test Questions95Chapter 13Classroom Management for Students with Learning andBehavioral Challenges15Test Questions102Chapter 14Striving for Excellence in Classroom Management16Guiding Questions109

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ivBuilding Classroom Management: Methods and ModelsLearning OutcomesEach chapter is intended to help students meet one or more learning outcomes. These outcomes arespecified on the first page of each chapter and on the first content slide in the PowerPoint presentations.Suggested Instructional ActivitiesFor each chapter, you will find suggested activities and discussion questions that you can use to guideclass sessions. These activities are, for the most part, written to be completed during class time; they areintended to build upon students’ observations and experiences in K-12 classrooms that are part of theirteacher education program. (For that reason, the manual does not make many suggestions for howstudents are to approach their clinical experiences; we leave that up to individual faculty members todetermine.)PowerPointsPowerPoint presentations cover the key points in each chapter. Slides are text-heavy; instructors areencouraged to personalize the presentation by adding, deleting, or editing the content. We suggest thatyou 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 importantpoints before students have moved on to the next text items. All presentations have been assessed foraccessibility and no issues are present.Test ItemsFor each chapter, you will find three types of test questions: true/false, multiple choice, and constructedresponse. Questions reflect a variety of levels of thinking about text content. We recommend selectingtest questions carefully, as using all of them would result in lengthy and sometimes redundant exams.Further, you will notice that each chapter contains 40 true or false questions;to reduce the effects ofguessing, we strongly recommend that you ask students to revise any false statement to make themtrue. 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 leaveadequate space for students to write their revisions.ActivitiesBecause instructor goals and styles differ, we do not present definitive strategies for how to approacheach 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, youmay judiciously select to cover those approaches you believe will most benefit your students. Do notfeel that students must study all approaches in depth; further, we hope that the goal for each chapter isless about memorizing individuals and their contributions and more about identifying recurringthemes 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 thetopics in the planning guide. Consider providing tape flags to help students be able to quickly findeach main topic. Encourage students to bring their journals each day; consider spending the last fewminutes of each class having students record new information and ideas in the appropriate section ofthe 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.

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vYou might wish to direct students to current television programs and Hollywood movies involvingteachers, coaches, and schools; asking students to consider media portrayals of teachers and othermembers 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 theirobservations 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 articlesby 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 apersonal system of discipline.Consider using theCircle the Sagestructure orJigsawfor student presentations—see details thatfollow. These approaches will involve students actively, help to manage the content and presentationof the chapters, give students a teaching opportunity, and offer the instructor an additional assessmentopportunity.

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viCircle the SageDepending on the number of students enrolled in the course, you may have students work independently or inteams of two or three to synthesize an assigned chapter and prepare a one-page chapter overview. The overviewsmay be created individually, or may be brainstormed together. You may encourage students to use non-verbal,visual representations (icons and mind maps) rather than narratives or traditional outlines for the overviews. Onthe presentation date, team members simultaneously present the overview to part of the class (one half or onethird of the class, whocirclethesage). Listeners will receive from theirsagea copy of the handout/overview (fortaking personal notes).Suggestion: In the interest of time, presentations should be limited to no longer than 15 minutes. They should befollowed with instructor-lead discussion or a synthesis activity to reemphasize key points and have the classprocess the content through reflection and application.Additionally, the presentations and the written overviews can be part of the evaluation documentation for thecourse.(This Circle the Sage is adapted from a Kagan structure.)Jigsaw (This is one of several variations.)Students are assigned in teams to study one discipline approach. They divide the approach into smaller segmentsof information, and each team member becomes expert on a portion of the model. Working as a team, studentsthen organize and present their segments to other students until everyone in the class has the complete picture ofthe approach.This same method works with reading appropriate articles or other texts; you can follow these steps:1.Decide how many readings you want to use for your number of students. For instance, if you have 20students, you might choose four or five articles.2.Put students in groups according to the number of articles you want covered.3.Have students read their article and discuss the main points within their group.4.When all groups have finished reading and discussing, regroup the students so that one person from eachof the original groups is included in the new groups. (For example, within each article group, havestudents number off 1-4, then have them change groups so all the 1s are in one group, all the 2s are inanother group, and so forth.5.Have each member of the group teach the others about the content of their reading. Encourage allstudents to take notes.

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1Chapter 1The Teacher’s Role in Managing theClassroomActivities:1.Do a brainstorming carousel with some or all of the fundamental questions. Write each questionat the top of a poster-size sticky note; place the notes at various places in the room. Divide yourclass into the same number of groups as you have posters. Give each group a different-coloredmarker. 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 theirgroup 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 eachposter’s contents.) After two minutes, have students rotate clockwise to the next poster, read whatthe previous group wrote, and add their own ideas and questions. Repeat until all groups have hadtime at all posters. (You may wish to allocate more time for the final few posters, since studentswill have to read what others wrote and may need more time to come up with new additions.)When all posters have been visited by all groups, have a gallery walk where students view theinformation added to each poster after their initial ideas. Then debrief as a class. Retain posters torevisit at the end of the course.2.Most students have a few stand-out memories of the way their own K-12 teachers managed theclassroom. Processing these at the beginning of the first class can be helpful as it reducesstudents’ needs to tell management-related stories later in the course. Ask students in smallgroups to take turns describing the best teachers they ever had and the worst teachers they everhad. (Although they can consider all teacher behaviors, ask them to be sure to considermanagement effectiveness.) For the best teachers, what characteristics made that person such apositive model in students’ lives? For the worst, what behaviors were problematic? Studentsshould make two lists as they discuss:Characteristics Worth EmulatingCharacteristics to AvoidOnce all students have had time to talk, ask each group to contribute to a master list of behaviorsthat made teachers memorable in a positive way. Ask them to name the characteristics orbehaviors that teachers should strive to avoid when managing the classroom.3.TheNational Education Association (NEA, 1975) stipulates professional and ethical provisionsfor educators. In teams of three or four, discuss how professional teachers look, sound, and act infollowing these standards. Are there behaviors that your students think should be added to thecode?4.INTASC identifies ten outcomes related to teaching. In teams of two or three, analyze anassigned outcome and lead a discussion with the class about its relevance to teaching and learningin classrooms of today.5.Do some roleplaying within your group. Practice the use of skills put forth by each of the expertsdiscussed 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.

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2c.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 independentwork time.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,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 youmight do if you (a) find yourself doing them, or (b) find yourself working with a colleaguewho regularly exhibits them.Discuss what Covey means when he saysSeekfirst to understand, then to be understood.What in your experiences have you observed to support that highly successful people attemptto understand their listeners before they try to make listeners understand them?Why should teachers resist the temptation to question students about their behavior? Whatbehaviors might a teacher use instead of asking “Why Questions”?What do you think Glasser means when he speaks of “befriending” students? What are theparameters you would recommend for someone encountering this idea in Glasser’s writing?

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3Chapter 2Taking Student Diversity into Account in Classroom ManagementActivities:1.This chapter explicates the development of school-age students from ages 5 to 18. Consider howone child’s life might “look” as he or she progresses through the developmental stages presentedhere. For each stage of the child’s life, identify pertinent in-school behaviors he or she mightexhibit, particularly those that are likely to present challenges to classroom management.Construct a visual or timeline to note these behaviors, and present your “story” to the class,asking your peers to comment on the accuracy of your choices and the ways teachers should beprepared to respond to student characteristics at each age.2.This chapter explicates the development of school-age students from ages 5 to 18. Consider howone child’s life might “look” as he or she progresses through the developmental stages presentedhere. For each stage of the child’s life, identify pertinent in-school behaviors he or she mightexhibit, particularly those that are likely to present challenges to classroom management.Construct a visual or timeline to note these behaviors, and present your “story” to the class,asking your peers to comment on the accuracy of your choices and the ways teachers should beprepared to respond to student characteristics at each age. Do additional research as needed.3.Have students examine the list of student needs set forth by Dreikurs and Cassel, Glasser, andCharles. In small groups, have students develop ideas about how a teacher might make sure theclassroom environment addresses one or more of the needs.4.In teams of two or three, discuss the information about the values and behaviors typicallyemphasized in schools in the Western world. Ask students to consider how they will meet theneeds and values of students whose individual circumstances and values do not necessarily alignwith those of the school. What are the cautions associated with associating particular values andbehaviors with various sociocultural groups?5.Assign (or allow selection of) one of the following considerations to small groups. Have studentsplan how they will modify their curriculum and instruction to meet student experiences and needsthat differ from their own. Then have students share and discuss their ideas.Time orientationRelations with othersNoise levelPlanning aheadChild-to-adult relationsClothingWork ethicAdult-to-child relationsMoneyOpportunityVerbal learningDestiny and fateSuccessConversationPersonal behaviorSpeech and languagePersonal achievement and competition6.Assign students a position in the debate between Payne and Gorski. (Assigning these rather thanletting students self-select will likely be more effective.) Have students do individual research

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4about their assigned position. Then put students into groups of four, two who were assigned toadvocate for Payne’s work and two who were assigned to advocate for Gorski’s work. Havestudents debate the issue in their small groups. Then ask each group to stop debating and discusstheir real individual feelings about the issue. Have each group give a one-sentence summary oftheir overall reaction to the debate and the ideas of Payne and Gorski.7.Have students visit the websites for various schools (within or across districts and/or states) andfor the state as a whole. Ask them to gather as much information as possible about schoolperformance, teacher pay and supplements, per pupil expenditure, geographic location (propertytax rates). Have students summarize the information and create a visual of it. Have studentscompare information across schools/districts/states, then discuss their findings relative to thework of Payne and Gorski.8.Have students participate in a cultural experience that takes them out of their normal socialsphere. For instance, they could eat at an ethnic restaurant that is new to them, or they couldattend a religious service or cultural event. Have students report back about their experiences andthe feelings they had in the new situation. Hold a class discussion about how this activity isrelevant in light of the information communicated in this chapter.9.Hold class discussion on one or more of the following topics:What are the dangers of making generalizations about groups of people based on theircultural affiliation, language spoken at home, political or religious beliefs, socioeconomicstatuses, and so forth? How can teachers be culturally responsive without stepping into theareas of stereotyping or overgeneralizing?Ask students to discuss behaviors they would expect to see from a teacher who is culturallyresponsive. Create a master list, giving students the opportunity to voice support or objectionfor each idea.This chapter briefly discussed students’ obligations to schools. In what ways do theseobligations affect the way teachers manage, teach, and evaluate the classroom?In what ways do accountability measures such as standardized testing affect management andinstruction?

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5Chapter 3Classroom Management Concepts and TermsActivities:1.Ask students to enter terms from the chapter into their journals under appropriate headings. Notethat as they move forward in the text, they will find that various experts use different terms todescribe the same basic ideas. Discuss the importance of making sure that all parties in adiscussion or program have clarified any terms they’re using that might overlap (for instance,Marshall uses the term “specific rules” to reflect the same thing that the Wongs and others referto as “procedures”).2.Have students discuss the 13 types of misbehavior. Which ones are mostly likely to “press theirbuttons”? Which ones are they more likely to overlook? Relative to effective management, whatpotential problems can each of these areas (hot button issues and areas of unconcern) present forteachers?3.Have students consider the causal conditions among students, peer groups, and instructionalsettings that are associated with misbehavior. (Omit the section about conditions associated withteachers and other school personnel.) Divide responsibility for the conditions among members ofthe class; have students discuss the assigned conditions and develop at least two examples ofstudent behaviors that might result from that condition. Debrief with students, clarifying andelaborating as needed. Relate the causal conditions to the idea of unmet needs.4.Give each student a list of scenarios in which K-12 students are misbehaving. Have students workindividually to categorize behaviors according to potential causal conditions; when all studentshave finished their individual work, have them compare their responses with a partner to identifyareas of agreement and disagreement. Have them discuss the significance of any disagreement:what does it mean if two educators attribute an inappropriate behavior to different causalconditions?5.Have students observe in one of their college classes and try to identify instances where causalconditions associated with inappropriate behavior are present (whether or not they result inmisbehavior). Have them also identify instances where the professor is working to counteract oreliminate the causal conditions. Debrief in class without naming professors or courses.6.Have students interview inservice teachers to ask about for advice about how to avoid the teacherbehaviors listed in the section about causal conditions that seem to reside in school personnel.Ask them to bring their interview notes to class; make a master list of strategies and share with allstudents.7.Hold class discussion on one or more of the following topics:Is it helpful to categorize misbehavior into various areas? Why or why not?When teachers encounter parents or caregivers who display a sense of entitlement (perhapson behalf of their students), how should teachers react?What would lead a teacher to be authoritarian in their approach? What might lead to apermissive attitude? How might either an authoritarian or a permissive teacher move to bemore balanced in their approach?

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6Chapter 4The Development of Classroom ManagementActivities:1.Have students research one of the experts whose work is NOT covered in a later chapter of thetext and present the information they have gleaned to the class. As each presentation occurs, havestudents enter ideas and suggestions into their journals. Lead discussion to have students identifyideas and suggestions with which they disagree, and provide an appraisal of the models in termsof practicality and ease of implementation. Ask students to speculate on what sort of present-dayschool environment(s) would be more or less compatible with a given approach.2.Take the themes at the end of the chapter and put them on the board or screen. Under each theme,have students list the names of the experts who would be in support of that theme.3.Hold class discussion on one or more of the following topics:What do you think about Redl and Wattenberg’s depiction of group behavior? How does itcorrespond to what you have observed? What roles have you seen students and teachersenacting? What were the results?Kounin says that good lesson management is more powerful in affecting student behaviorthan any other discipline technique. To what extent do you think he might be right?Some critics say Ginott’s suggestions are out of touch with the realities of today’sclassrooms, and that students will scoff at teachers who act as Ginott suggests. What is youropinion?What is your understanding of the Canters’ explanation of student and teacher “rights” in theclassroom? To what extent does their concept of classroom rights seem to you to be avaluable one for teachers? Are there other rights that students or teachers have?Coloroso seems to describe a philosophical view of philosophy of discipline that ishumanistic and focused on preserving dignity and a sense of self-worth. To what extent areher ideas helpful to you in articulating your own thoughts regarding discipline?Kohn believes that many teachers punish with rewards. What does he mean by this? How canteachers respond differently to student choices and behavior?Give concrete examples of the builders and barriers that Nelsen and Lott identify, and reasonswhy they help or hinder relationships.How could Glasser’s list of seven connecting habits be combined with Nelsen and Lott’srelationship builders so teachers would experience stronger personal influence over theirstudents, but in particular, over students who are difficult to manage?

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7Chapter 5Insisting on Compliance: Ronald Morrish’sReal DisciplineActivities:1.In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. Theyshould indicate how Morrish would have them deal with the situations depicted and present theirconclusions to the class for discussion and debriefing.2.Individually or in small teams, have students reviewYou Are the Teacherand indicate how theywould apply Morrish’s ideas to the situation. Have them role play the parts of teacher and student.3.In small grade-level teams (elementary, middle, and high school), have students outline a script ofthe process they would follow when teaching their students aboutReal Discipline. Have eachgroup share their outlines; ask the other students to provide feedback on what they think will andwon’t work well in the plan.4.Hold class discussion on one or more of the following topics:What is your appraisal, overall, of Morrish’s model of classroom management? What are itsstrengths and weaknesses? Would it work best in a particular type of school or at particulargrade levels?According to Morrish, the blame for the ever-growing problem of discipline in schools restsat least in part on popular discipline theories, which he believes have gone to excess inallowing students to make choices concerning how they will conduct themselves in school.What are your thoughts about Morrish’s ideas?Morrish suggests tactics to have respect for authority, train compliance, and manage studentchoice. Why do you agree or disagree with his suggestions?Discuss how you will inform administrators, students, and caregivers about this approach todiscipline.

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8Chapter 6Taking Charge in the Classroom: Craig SegantiActivities:1.In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. Theyshould indicate how Morrish would have them deal with the situations depicted and present theirconclusions to the class for discussion and debriefing.2.Individually or in small teams, have students reviewYou Are the Teacherand indicate how theywould apply Morrish’s ideas to the situation. Have them role play the parts of teacher and student.3.Assign individuals or groups one of the rules/areas for rules listed in the chapter. In teams,demonstrate how you would teach, model, and role play the rule to elementary students, middleschool students, and high school students.4.Have students do online research to find websites of teachers who use Seganti’s approach. Theyshould record whatever pertinent information they can find about school location anddemographics, and any other information that provides further explicationof Seganti’s model inaction.5.Have students investigate the research about exclusion as a disciplinary tactic. Have them presenttheir findings to the class.6.Hold class discussion on one or more of the following topics:What is your appraisal, overall,of Seganti’s model of classroom management? What are itsstrengths and weaknesses? Would it work best in a particular type of school or at particulargrade levels?Seganti identifies four messages for teachers to convey to students and four operatingprinciples for teachers to follow. How do these messages help teachers who create classroomsfollowing Seganti’s ideas and improve their ability to work with students?Some teachers would argue consequences should be logical, related, reasonable, andrespectful. They also might argue that copying rules is a punishment that reinforces negativethoughts about writing. In light of these concerns, why do you agree or disagree withSeganti’s approach?Detention is a required and important element of Seganti’s plan.Would this strategy work inthe schools in your areas? If not, what methods would you use to accomplish the samepurpose?What do you think parents would think of Seganti’s methods? In what ways would schooldemographics affect the success or failure of Seganti’s approach?

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9Chapter 7Getting Off to a Good Start:Harry and Rosemary Wong on Preventing Management ProblemsActivities:1.In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. Theyshould indicate how the Wongs would have them deal with the situations depicted and presenttheir conclusions to the class for discussion and debriefing.2.Individually or in small teams, have students reviewYou Are the Teacherand indicate how theywould apply the Wongs’ ideas to the situation. Have them role play the parts of teacher andstudent.3.Have students note examples of procedures they have seen in either their college classrooms or induring their observations/field experiences in K-12 schools.4.Have students work in groups to select one procedure and develop a plan for teaching it tostudents at a grade level of their choice.5.In small grade-level teams (elementary, middle, and high school), develop a First Day of SchoolAction Plan that considers the eight areas of concern identified by Sarah Jondahl. How would youpresent your plan to your students, to caregivers, to other teachers, and to administrators?6.In small teams, discuss the ideas presented by the Wongs about school, teaching, classrooms andprocedures, discipline, and testing and evaluation. In what ways will these ideas be of help tobeginning (and veteran) teachers?7.Hold class discussion on one or more of the following topics:What is your appraisal,overall, of the Wongs’ model of classroom management? What are itsstrengths and weaknesses? Would it work best in a particular type of school or at particulargrade levels?Folk wisdom in teaching suggests the old adage, “Don’t smile until Christmas.” What do youthink the Wongs would say in response to this recommendation?

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10Chapter 8Time Use in Classrooms: How Fred Jones Helps Students Stay Focused and On TaskActivities:1.In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. Theyshould indicate how Jones would have them deal with the situations depicted and present theirconclusions to the class for discussion and debriefing.2.Individually or in small teams, have students reviewYou Are the Teacherand indicate how theywould apply Jones’s ideas to the situation. Have them role play the parts of teacher and student.3.Review Jones’s thoughts about room arrangement and class routines. In small grade-level teams,apply Jones’s ideas to design a floor plan/room arrangement, and outline daily routines that willallow teacher and students success.4.Review Jones’s comments regarding meaning business, nonverbal communication, and bodylanguage. In small teams, take turns role playing teachers who show they mean business by usingnonverbal communication and effective body language to manage student behavior.5.Have students delve into the research on rewards and punishment and share their findings withthe class. Consider identifying articles and conducting a jigsaw activity.6.Hold a class discussion on one or more of the following topics:What is your appraisal, overall, of Jones’s model of classroom management? What are itsstrengths and weaknesses? Would it work best in a particular type of school or at particulargrade levels?Jones’s suggestions concerning body language are said to be nothing new, that they alwayshave been used by good teachers. Why do you agree or disagree?Critics of Jones’s incentive systems do not like the idea of “bribing” students towork andbehave well, which they are supposed to do anyway. (This same complaint is made aboutbehavior modification.) Why might a teacher consider using incentives—PAT—as hesuggests? What do you think about the use of rewards as a management tactic?In your observations, how much time do teachers seem to spend helping individual students?Jones claims that many students act helpless because they want personal attention. Howwould you give students the attention they want without wasting instructional time?The Wongs and Jones stress the importance of practice. How can teachers reconcile the timethey give initially to teaching and practicing routines rather than to teaching academiccontent?

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11Chapter 9The Power of Positive Choice: William Glasser on Quality LearningActivities:1.In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. Theyshould indicate how Glasser would have them deal with the situations depicted and present theirconclusions to the class for discussion and debriefing.2.Individually or in small teams, have students reviewYou Are the Teacherand indicate how theywould apply Glasser’s ideas to the situation. Have them role play the parts of teacher and student.3.Select (or be assigned) one of the seven deadly habits or one of the seven connecting habits. Inpartners or small teams, put into words the meaning of your habit and create examples of whatteachers might say or do when they use the habit. Share with the class.4.Assign small groups one of the basic student needs described in the chapter. Have studentsanalyze the basic need and describe how it can be satisfied by teachers in terms of management,curriculum, instruction, and assessment. Have students consider how the need and teacherresponses may be different across grades (elementary, middle, and high school).5.Visit the William Glasser Institute website (http://wglasser.com/) with your students. Explore theinformation and resources there, including quality school and quality teacher descriptions,rubrics, etc.6.Hold class discussion on one or more of the following topics:What is your appraisal, overall, of Glasser’s model of classroom management? What are itsstrengths and weaknesses? Would it work best in a particular type of school or at particulargrade levels?In what ways are the later ideas of Glasser applicable to the realities of today’s schools andstudents?Over time, Glasser’s ideas evolved fromControl TheorytoChoice Theoryand qualityschools, teaching, and curriculum. What can schools and teachers do to meet the basic needsof today’s elementary students? Middle school students? High school students?Contrast Glasser’s thinking about involving students in management decisions with the ideasof Morrish and Seganti.In your own experience and observations, what kind of teachers did you have, and what kindsof teachers are you seeing—boss teachers or lead teachers? In teams of two or three, describetheir actions that make you so categorize them, and describe how successful you perceivethem to be in this style.

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12Chapter 10Fostering Responsible Behavior: Marvin Marshall on Motivation and Student ChoiceActivities:1.In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. Theyshould indicate how Marshall would have them deal with the situations depicted and present theirconclusions to the class for discussion and debriefing.2.Individually or in small teams, have students reviewYou Are the Teacherand indicate how theywould apply Marshall’s ideas to the situation. Have them role play the parts of teacher andstudent.3.Marshall suggests 25 tactics to assist internal motivation of students. With the members of theirgroup, have students evaluate each of his suggestions and speak to how a teacher might utilize it;they should also discuss what challenge(s) each presents.4.Have students seek other research about student motivation and bring it back to the course. Haveeach student (or group) report on their research results and evaluate their alignment withMarshall’s ideas.5.Have students observe in their college classes or in their field experience settings to see howteachers use non-verbal communication to intervene in misbehavior. Have them report on theirobservations in class. How effective were the tactics?6.Give your students a set of scenarios reflecting in-class misbehavior. For each example, havestudents develop two guided choices they could give the student to address the behavior.7.In grade-level teams (elementary, middle, and high school), brainstorm a list of externalmotivators that your students may have. Then brainstorm a list of internal motivators and ways tohelp students find value and internalize these.8.Hold class discussion on one or more of the following topics:What is your appraisal, overall, of Marshall’s model of classroom management? What are itsstrengths and weaknesses? Would it work best in a particular type of school or at particulargrade levels?Discuss how you will inform administrators, students, and caregivers about the six steps ofintervention when misbehavior occurs.Compare Marshall’s work to that of the other experts you have studied so far. Where are thecommonalities? Where are the differences?How will you address the fact that in students’ lives outside school, they see so manyexamples of people who are functioning at the first two levels of the hierarchy? Whatguidance will you give them about why they should strive for Level D behavior (or at leastLevel C) outside of the classroom?

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13Chapter 11Working on the Same Side with Students: Spencer Kagan’sWin-Win DisciplineActivities:1.In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. Theyshould indicate how Kagan would have them deal with the situations depicted and present theirconclusions to the class for discussion and debriefing.2.Individually or in small teams, have students reviewYou Are the Teacherand indicate how theywould apply Kagan’s ideas to the situation. Have them role play the parts of teacher and student.3.Have students brainstorm life skills that are supported byWin-Win Discipline. In grade-levelteams they should discuss how these can be practiced by students. Debrief by sharing actionplans.4.Assign students to read articles located on the Kagan website.(https://www.kaganonline.com/free_articles/) Have them share and critique one another’sfindings. Further, have them examine the materials available for teacher use; if you’re willing,purchase one or more of the resources (they’re inexpensive) and allowstudents to critique themfor utility and quality.5.Hold class discussion on one or more of the following topics:What is your appraisal, overall, of Kagan’s model of classroom management? What are itsstrengths and weaknesses? Would it work best in a particular type of school or at particulargrade levels?Kagan refers toThree Pillarsas the philosophical underpinning forWin-Win Discipline. Howcan teachers genuinely show students that they are on the same side and working together tohelp the students solve problems and find more appropriate behavior choices?Sometimes classes disrupt as a group. Kagan says that almost all disruptions can becategorized intoABCD. First brainstorm specific student behaviors that you have observed inclassrooms. Then classify the behaviors intoABCD. Generally, what does each of the fourtypes of disruptive behavior look, sound, and feel like? What can teachers do to minimizewhole class disruptive patterns?Kagan calls curriculum, instruction, and the teacherThe Big Three, and says these are theprimary elements that help teachers prevent behavior problems. Why do you agree ordisagree with this statement?

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14Chapter 12School-Wide Positive Behavior Supports:A Data-Driven, Evidence-Based Approach to Whole-School Behavioral ManagementActivities:1.In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. Theyshould indicate how teachers in a PBIS model would deal with the situations depicted and presenttheir conclusions to the class for discussion and debriefing.2.Individually or in small teams, have students reviewYou Are the Teacherand indicate how theywould apply PBIS principles to the situation. Have them role play the parts of teacher andstudent.3.Assign pairs of students to explore the PBIS website (http://www.pbis.org/). Have theminvestigate the PBIS information about any one of the topics that would be of interest andrelevance. Example topics are:Prevention of bullyingFamily/caregiver engagementResearch into each Tier’s supportsPBIS and equityPBIS and the law4.Have students research and reviewwebsite information posted by schools using the PBIS framework.behavior support plans.lesson plans used to teach appropriate social skills at varying grade levels.behavioral baseline and outcome data for actual schoolsprofessional development and training for PBIS implementationevidence-based interventions used at various levels of the model5.Hold class discussion on one or more of the following topics:What is your appraisal, overall, of the PBIS model of schoolwide management? What are itsstrengths and weaknesses? Would it work best in a particular type of school or at particulargrade levels?What considerations would a PBIS school need to make to be able to implement the systemwith fidelity? What parts would likely be easiest to put in place? What are the most likelyissues that will arise?Where in the PBIS model do you see elements of the othermodels we’ve covered? Whatwould each of the individual experts studied in previous chapters be likely toapprove/disapprove of in the PBIS model?How could staff members in a PBIS school ensure that no student is designated as such aproblem that the student feels ganged up on?How could a teacher in a PBIS school retain a feeling of autonomy when many aspects of themanagement system are settled upon by others?

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15Chapter 13Classroom Management for Students with Learning and Behavioral ChallengesActivities:1.Have students select (or assign to them) one of the disabilities described in the chapter. In teamsof two or three, have students plan how they might modify their curriculum and instruction tomeet needs of students who are diagnosed or show the characteristics of the behavior. Have ideaspresented in class.2.There are many videos online that provide windows into how teachers accommodate studentswith learning differences and help them achieve success. Have students locate an appropriatevideo showing a teacher interacting with students and exhibiting management strategies. Spend aclass period watching the videos and having students identify strengths and weaknesses in eachone, paying particular attention to strategies teachers use to manage behavior.3.Have students work in teams to write a grade-level appropriate script about how they wouldexplain why one student in their class is held to different behavioral standards than the rest of theclass.4.Have students work in teams to answer this question: If a student in your class weredemonstrating indicators associated with one of the disabilities described in this chapter, whatwould you do? List the actions you would take; put in order as to what you’d do first, next, etc.5.Hold class discussion on one or more of the following topics:The reality of public schools is that teachers are virtually guaranteed to have some studentswho have special learning or behavioral needs. This model presents both challenges andopportunities for all members of the educational community. What are the advantages (toteacher, students, caregivers, etc.) of inclusive practice? What are the disadvantages to eachgroup? How will you, as teachers, work to balance the challenges and opportunities providedby the inclusion of students with special needs in your class?Now that students know more about some categories of disability or learning/behavioraldifference, have them discuss what teacher characteristics are likely to benefit all students,not just those with behavioral/learning differences.

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16Chapter 14Striving for Personal Excellence in Classroom ManagementActivities:1.Give your students a copy of the fundamental questions with space for writing. Have individualsanswer the questions as fully as they can in writing. When students are finished (it may take awhile), pair them up by grade level and have them share their plans with one another. As theyshare, they should identify areas of agreement in the ways they answered each question. How doteachers “bridgethe gap” between conflicting ideas when designing their own discipline plan?Next, get out the large posters/sticky notes that students created when they were first presentedwith the fundamental questions in Chapter 1. Have students compare their new responses to theold ones and reflect on the growth that is evidenced by the depth and quality of their answers.2.Ask students to consider whether there are other questions that they might need to ponder as theyplan and implement their discipline system. What resources might they use to answer thosequestions?3.Have students work in pairs and spend class time designing a fictitious school setting. Theyshould include the school’s name, grade levels served, size, location, and demographics. Theyshould then create one fictitious class of students that might be found in that school. For thisclass, they should identify the grade level and subject area, number of students, languages spokenat home, cultural group affiliations, and disabilities represented.When all groups are finished, they should trade “schools” with another group and consider thefundamental questions as though they were the teacher of that particular class in that particularschool. What aspects of their original responses to the questions (see #1 above) would they needto alter, if any, to meet the needs of students in their particular setting?4.Have the students interview a classroom teacher to ask about their responses to the fundamentalquestions. Then ask the student to discuss similarities and differences between their ownresponses and the views/decisions/responses of that teacher.5.Hold a class discussion on one or more of the following topics:In their clinical/field experiences or observations, what evidence have they seen that informsthem as to how their cooperating teacher would likely answer the fundamental questions?Ask students which fundamental questions they are most confident in their abilities toimplement. Then ask which ones they understand but feel they might struggle with as theyimplement their management system. If time allows, divide into groups based on the numberof the question(s) about which there are concerns, and have students discuss ways they mightincrease their comfort levels with the implementation of these ideas.Have students consider the growth in their knowledge of classroom management and thevarious models that have been presented. With which aspects of the material presented werethey already familiar prior to undertaking the study of this book? What areas were completelynew to them? In what places do they feel they have extensively refined their knowledge?

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Instructor’s Manual and Test BankForBuilding Classroom Management:Methods and Models12th EditionC.M. Charles,Emeritus, San Diego State UniversityPrepared byKaren Cole,University of North Carolina - AshevilleBostonColumbusIndianapolisNew YorkSan FranciscoHobokenAmsterdamCape TownDubaiLondonMadridMilanMunichParisMontrealTorontoDelhiMexico CitySao PaoloSydneyHong KongSeoulSingaporeTaipeiTokyo

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ii______________________________________________________________________________Copyright©2019,2014,2011byPearson Education, Inc. or its affiliates.All RightsReserved.Printed in the UnitedStates of America. This publication is protected by copyright, and permission should be obtained from the publisher priorto any prohibited reproduction, storage in a retrieval system, or transmission in any form or by anymeans, electronic,mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and theappropriate contacts within the Pearson Education Global Rights & Permissions Department, pleasevisitwww.pearsoned.com/permissions/.Instructors of classes usingBuilding Classroom Management: Methods and Models, 12e,by C.M. Charles,mayreproduce material from the Instructor’s Resource Manual and Test Bank forclassroom use.10 9 8 7 6 5 4 3 2 1ISBN-10: 0134448421ISBN-13: 9780134448428www.pearsonhighered.com

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17Chapter 1The Teacher’s Role inManaging the ClassroomNote to faculty: One way to reduce the odds that students will get the T/F answers correct byguessing, have them rewrite any false statement to make it true, making sure their responsedemonstrates understanding of the concept covered by the question. If you choose to use this option,leave some additional space between all questions; also make clear that simply insertingthe word“not” is unacceptable.Sometimes more than one approach to the rewrite is possible, as in the example below.T/F Item: A typical class rule is that students should write their name and the date on all papers.Student Response: FalseAcceptable Written Corrections:A typical class rule is“Speak at appropriate times in appropriate voices.”A typical classprocedureis having students write theirnames and the date on all papers.True or False.Read each statement. If the statement is accurate, designate it as True. If the statement isinaccurate, designate it as False.1.In the early development of American classroom management, classroom teachers approachedstudent behavior from an authoritarian “my way or the highway” perspective.2.Coercive discipline is generally effective at bringing about lasting behavior change.3.Because of legal rulings about students’ rights, using coercive discipline is prohibited in U.S.Schools.4.When a student behaves inappropriately, an effective classroom manager analyzes both the behaviorand its root cause(s).5.Classroom management is a form of teaching.6.Teachers’ classroom management styles are highly varied.7.Most students behave appropriately most of the time.8.A highly effective teacher will not have management or disciplinary issues.9.Teachers who plan and deliver creative, interesting lessons will find that students naturally behaveappropriately because they find the content and activities motivating.10.Students who internalize appropriate behaviors are, generally speaking, more likely to realize theirpotential than students who don’t.11.Most students know how to behave appropriately because they have been taught those skills at home.12.A teacher’s management style develops over time.13.Misbehavior often reflects an unmet student need.

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1814.Providing a face, civil, productive learning environment is one of the major goals a teacher shouldhave when developing a classroom management system.15.Mr. Mendez notices that Kylar is off task and says to the class, “Kylar must think he already knowseverything about our topic today.” This is an effective management tactic.16.A teacher’s behavior provides students with information about how adults manage theirresponsibilities and interpersonal relationships.17.Putting students in competition with one another is an effective management strategy.18.Regardless of their ages, students should have opportunities to practice exercising choice, freedom,and responsibility.19.Due diligence refers to keeping detailed records of student behavior and growth.20.A student says, “You have no right to tell me what to do! You’re not my parent.” His statement isaccurate.21.A free and appropriate education is guaranteed in the U.S. Constitution.22.Teachers have complete autonomy to make management decisions.23.Expectations of other people will shape a teacher’s managementsystem.24.The definition of “immoral activities” varies among schools, districts, and states.25.The federal government established the Code of Ethics adhered to by teachers.26.Miss Lacey knows that Edwin’s father is known as a strict disciplinarian. One day,she sees thatEdwin has what look like burn marks on his arms. When she asks about them, he says, “Err…uh…it’sjust…a rash.” Miss Lacey should report her suspicion that Edwin may be the victim of abuse.27.Mr. Jolley’s students are very well-behaved and rarely disrupt class or fail to meet his expectations.Because they’re so trustworthy, Mr. Jolley feels comfortable leaving them working independently inthe classroom while he goes to the library to pick up a book that is being held for him. This is aneffective decision.28.Teachers must think continuously about how, when, and where they interact with their students.29.Being able to see multiple perspectives is a helpful skill in classroom management.30.Ms. Hayes receives a card at the end of the year fromLexie’s parents, offering her the use of theirbeach house for a week as a thank-you for her work with their daughter. Ms. Hayes gratefullyaccepts. Her decision is in line with the stipulations of the NEA Code of Ethics.31.The INTASC Standards describe teacher behaviors that correlate with highly effective teaching.32.A teacher who says, “Dawn, I know it’s tempting to stare out the window instead of working on thisnext set of problems, but you know, it’s really important for you to keep working on the assignment”is using laconic language.

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1933.Teachers should generally avoid asking students to explain why they are behaving in a particular way.34.When Stephen Covey describesframes of reference, he’s really talking about perspective-taking.35.Glasser advocates that teachers carefully consider which external controls will work most effectivelywith students.36.When she notices that Trey and Kyra are laughing together during the video they’re watching, Mrs.Flanders goes and stands silently behind their desks. Fred Jones would agree that this is an effectivemanagement tactic.37.Classroom management is influenced by factors beyond the classroom.38.A teacher who says, “I don’t consider societal issues or student backgrounds in my classroom,because I treat all students the same” is making an effective management decision.39.Ms. Giordano moves from North Carolina to Virginia. She should be prepared for some changes inthe expectations of state and local education agencies.40.Teachers should come to terms with the ideathat a management system that works with this year’sstudents may be less than fully effective with their next class of students.Multiple Choice.Choose the letter of the best answer.1.All of the following were discussed in the chapter as obligations teachers owe their studentsEXCEPT:a)giving multiple warnings to students before administering a consequence.b)being sensitive to students’ personalities and individual needs.c)making learning interesting and meaningful.d)teaching students how to behave and helping them strive for excellence.2.When the teacher is out of the room making copies, LeeAnn and Elizabeth get into a physicalaltercation. In this case, the teacher:a)should not be held responsible, as he was not in the classroom when the disagreement occurred.b)is likely to be charged within loco parentis.c)could not have anticipated the situation, so shouldn’t be reprimanded.d)would likely be guilty of breach of duty.3.Ethical teacher behavior includes all of the following EXCEPT:a)treating students and colleagues fairly.b)being honest in all school interactions.c)being kind to all members of the school community.d)attempting to please students in all instances.4.Stephen Covey says when you exchange views with another person you first should:a)state your opinion clearly.b)try to understand the other’s opinion.c)discuss a “calmer” topic such as the weather.d)don’t give opinions at all.

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205.Covey refers to the kind of listening he advocates as:a)congruent listening.b)perceptive listening.c)empathic listening.d)frame of reference listening.6.According to Ginott, teachers at their bestdo not:a)confer dignity.b)ask students to explain why they misbehaved.c)address situations directly.d)use I-messages.7.All of the following belong on William Glasser’s list of connecting habits EXCEPT:a)rewarding.b)contributing.c)trusting.d)befriending.8.Fred Jones’s work primarily addresses the classroom teacher’s use of:a)relaxation techniques.b)tangible rewards.c)body language.d)rigorous consequences.9.The first consideration in developing a personalized approach to discipline is to ask yourself:a)“How canI use my charisma to influence students?”b)“What do I believe about discipline?”c)“How will I reduce the chances that students will misbehave in my class?d)“What will I do if a student refuses to do what I ask of him?”10.Glasser’s view on using external controls on students is that teachers should:a)use them for rules only.b)use them judiciously.c)explain to students why you use them.d)not use them.11.Students whose sense of dignity has been damaged can be helped by making learning attractive andensuring they experience genuine:a)success.b)affection.c)prestige.d)correction.12.As a factor that brings stress to teachers, how does classroom misbehavior rate?a)lowb)moderatec)highd)inconsequential13.Student misbehavior is best defined as that which is:a)disruptive.

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21b)ill-mannered.c)inappropriate for the setting.d)bad-intended.14.This chapter implies that the single most effective discipline tactic is:a)enforcing class rules.b)talking with students individually.c)calling students’ parents.d)dealing with causes of misbehavior.15.Of the following, which usually appeals most to students?a)teacher charisma.b)a clear-cut discipline program.c)a highly organized class.d)high school-wide standards of behavior.16.Ten desirable outcomes of teacher education have been set forth by:a)the Praxis tests.b)the National Education Association.c)INTASC.d)Haim Ginott17.Due diligence is most closely related to:a)teacher professionalism.b)teacher recruitment.c)teacher education.d)teacher job retention.18.About which of the following should you be most cautious?a)touching students.b)winking at students.c)smiling at students.d)pointing at students.19.Teacher professionalism stresses:a)universal law.b)pledging allegiance.c)displaying ethical conduct.d)becoming close friends with students.20.The termin loco parentisrefers to:a)neighborhoods where parents live.b)dysfunctional parents.c)parents who have lost touch with reality.d)acting like responsible parents would.21.Being in charge of students legally requires:a)high professionalism.b)due diligence.c)identification of problem areas.d)close cooperation with parents.

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2222.The NEA Code of Ethics condemns all but which of the following?a)failing to promote student learning.b)misrepresenting one’s qualifications.c)discriminating against students.d)dressing in an unprofessional manner.23.Teachers who naturally seem to respond disrespectfully or unkindly to students probably are doing sobecause of:a)failed due diligence.b)absence of “loco parentis”.c)poor habits.d)reverse psychology.24.This chapter suggests that the easiest way to deal with misbehavior is to:a)work to prevent it.b)establish firm standards.c)prevent its occurrence.d)learn better discipline tactics.25.A first step in becoming able to promote proper behavior is considering:a)one’s own best and worst teachers.b)one’s personal beliefs about classroom management.c)whether one wants to be thestudents’ friend or not.d)what problems and challenges the students experience in their home lives.Constructed Response.1.Stephen R. Covey (empathetic listening), Haim Ginott (congruent communication) and WilliamGlasser (connecting habits) all wrote about how people can communicate or relate more effectivelywith each other,a.Select two of the three (Covey, Ginott, Glasser). Explain the similarities and differences betweentheir two approaches.b.Indicate which of the two you selected seems to be most valuable to your thinking and explainwhy, with examples.2.Explain the meaning, purpose, and importance of professionalism in teaching.3.Explain factors that may affect the decisions a teacher makes about their classroom managementsystem.4.Discuss the main objectives of a classroom management system and describe two teacheractions/behaviors that help accomplish these objectives.5.You become aware that several members of your class are picking on Trina–teasing her, excludingher from the group, and breaking the class rule about treating others with respect. Using informationgleaned from this chapter, answer these two questions:What teacher behaviors are likely to be helpful in diffusing this situation?What might your goals be for moving forward once the initial situation has been resolved?

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