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Valdosta State University |
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Valdosta State University |
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Classroom Management KEY 33 pts.
1. Describe the difference between engaged and allocated time. (2)
ENGAGED IS THE ACTUAL CLASSTIME SPENT TEACHING/LEARNING; ALLOCATED IS THE CLASSTIME AVAILABLE FOR TEACHING AND LEARNING
A. Allocated is most directly associated with which factor identified by Carroll (1963)? (2)
OPPORTUNITY TO LEARN
2. Describe ONE way to PREVENT
misbehavior. (2) INTERESTING ENGAGING LESSONS (SO MISBEHAVIOR ISN'T
NEGATIVELY REINFORCED); CLEARLY STATED/UNDERSTOOD SET OF RULES AND CONSEQUENCES;
PROVIDE HUGE AMOUNTS OF POSITIVE REINFORCEMENT AND ATTENTION FOR APPROPRIATE
ACADEMIC AND SOCIAL RESPONSES, ETC.
A. Why is it better to prevent misbehavior than to correct it once it's occurring? (2)
TO WAIT UNTIL IT OCCURS INTERFERS
WITH THE POSITIVE TONE OF THE CLASS AND ALMOST ALWAYS REDUCES THE STUDENTS'
OPPORTUNITY TO LEARN.
3. Describe TWO sources of lost
instructional time. (4) STARTING LATE; STOPPING EARLY, HAVING TO DEAL
WITH MISBEHAVIOR AND OTHER INTERRUPTIONS; POORLY ORGANIZED LESSONS AND/OR
ROOM; POOR TRANSITIONS, ETC.
4. List TWO of the four remaining characteristics associated with effective classroom managers. (4)
1. At the beginning of the year, spend enough time on the class rules, procedures, and consequences ("rule-example-rule") so that all Ss understand them.
2. Work MAINLY with the whole class most of the time rather than with individuals or small groups.
3. SPEND TIME DURING THE FIRST DAYS OF SCHOOL REVIEWING CLASS RULES AND PROCEDURES (I.E., AUTOMATIZING THEM)
4. SPEND TIME TEACHING STUDENTS SPECIFIC PROCEDURES TO BE FOLLOWED (E.G., HOW TO GAIN PERMISSION TO SPEAK, ETC.)
5. START THE CLASS WITH SIMPLE/EASY (AND INTERESTING!) ACTIVITIES THAT ARE LIKELY TO MOTIVATE THEM AND INTRODUCE RULES AND PROCEDURES WHILE STUDENTS ARE ENGAGED IN THESE ACTIVITIES.
6. REACT IMMEDIATELY TO MISBEHAVIOR.
5. Define either WITHITNESS or
OVERLAPPING. (1) WITHITNESS-KNOWING (AND BEHAVING IN WAYS THAT LET STUDENTS
KNOW YOU KNOW!) WHAT'S GOING ON AT ALL TIMES IN THE CLASS ("EYES IN
THE BACK OF YOUR HEAD!"); OVERLAPPING IS BEING ABLE TO ACCOMPLISH
TWO DIFFERENT TASKS AT THE SAME TIME--TEACH WHILE GETTING OUT SUPPLIES)
6. Describe the remaining rules for physically arranging a class (6)
1. Keep high-traffic areas free of congestion.
2. INSURE YOU CAN SEE ALL STUDENTS AT ALL TIMES.
3. KEEP ALL EQUIPMENT AND SUPPLIES EASILY ACCESSIBLE.
4. MAKE CERTAIN THAT ALL STUDENTS
CAN OBSERVE DEMONSTRATIONS AND PRESENTATIONS AS THEY OCCUR.
7. Describe TWO of the 3 most common sources of positive reinforcers for student misbehavior. (4)
A. TEACHER ATTENTION
B. PEER ATTENTION
C. NEGATIVE REINFORCEMENT FOR
MISBEHAVIOR.
8. On the back of this page, describe
the steps common to good behavior modification programs. (6)
A. IDENTIFY PROBLEM/TARGET BEHAVIOR
TO MODIFY.
B. COLLECT BASELINE DATA TO
DETERMINE (A) IF INTERVENTION IS NEEDED, AND (B) AS A COMPARISON STANDARD
TO OBJECTIVELY DECIDE IF ONE'S PROGRAM IS WORKING OR NEEDS MODIFIED.
C. SELECT CONSEQUENCES/CONTINGENCIES.
(ALWAYS HAVE CONTINGENCIES AVAILABLE FOR APPROPRIATE BEHAVIOR(S) EVEN WHEN
THE PROGRAM IS TO DECREASE A MISBEHAVIOR).
D. IMPLEMENT PROGRAM. CONTINUE
COLLECTING DATA ON TARGET BEHAVIOR. BASED ON DATA, MODIFY PROGRAM IF NEEDED.
E. ONCE TARGET BEHAVIOR IS MODIFIED,
FADE INTERVENTION OUT.
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Last Updated: July 15, 1997