This Document Contains Chapters 3 to 4 Chapter 3 Developing Thinking and Questioning Skills CHAPTER THREE EXAMINATION QUESTIONS I. Multiple choice 1. Which type of question would be best to use as introduction to a new lesson? (a) a low-order question (b) a close-ended question (c) a question calling for divergent thinking (d) a question calling for convergent thinking 2. Which one of the following is a FALSE statement? (a) Key questions to be used by the teacher should be written in the teacher’s lesson plan. (b) The teacher should make sure that all students are given equal opportunity to respond to questions. (c) Key questions used by the teacher should be matched with the levels of thinking expected of students. (d) After asking a question the teacher should pause for no longer than 2 seconds before calling on a student to respond. 3. When you expect class brainstorming of a question, you should do any of the following EXCEPT (a) use passive acceptance of student responses (b) record on the board or overhead all student ideas as expressed by them (c) when recording student ideas recognize the contributor by recording the name or initials of the contributing student (d) when a student provides a response that you particularly like or agree with, reinforce the contributor with something like “Hey, that is a good one!” 4. A question that causes students to compare and to contrast is a question that is (a) requiring convergent thinking only (b) at the lowest level of mental operation (c) at the highest level of mental operation (d) at the intermediate level of mental operation 5. Questions that ask students to apply a principle to a new situation call for (a) convergent thinking only (b) a low level of mental operation (c) prior approval from the school principal (d) an intermediate level of mental operation (e) a relatively high level of mental operation (f) signed permission from parents or guardians 6. The classification of questions is closely related to the taxonomy used to classify (a) learning styles (b) instructional media (c) instructional strategies (d) instructional objectives in the cognitive domain 7. Which pair of verbs is asking students for the application of information? (a) count, describe (b) define, analyze (c) build, evaluate (d) classify, compare (e) none of the above 8. Which pair of verbs is most likely to require students to use their short rather than long term memory? (a) judge, predict (b) build, evaluate (c) define, describe (d) classify, compare 9. Which pair of verbs is asking students to process information? (a) identify, list (b) apply, complete (c) analyze, compare (d) predict, hypothesize 10. When you ask a question of the entire classroom of students you should wait how long for a response? (a) up to 5 seconds (b) as long as it takes (c) as long as 7 seconds (d) no longer than 2 seconds (e) longer for girls than for boys 11. The ability to listen to others with understanding and empathy is ________ . (a) an intelligent behavior (c) although a worthy goal, it is not an intelligent behaviors (d) a target goal for the behavior of principals but not teachers (b) not something a teacher should demonstrate while teaching 12. Thinking about thinking is an intelligent behavior known as (a) metamucil (b) metacarpal (c) metacognition (d) metamorphosis 13. Which one of the following verbs requires the highest level of mental operation? (a) name (b) compare (c) describe (d) conjecture 14. “What causes you to prefer picture A over picture B?” is a question at the (a) level of input data (b) lowest level of simple recall (c) level of processing information (d) highest level of evaluation of data 15. After asking a question of the entire class, the teacher should (a) call on the first student to raise a hand (b) call on the brightest student in the class (c) allow students to yell out their responses (d) wait at least 3 seconds before calling on an individual to answer 16. While students are doing silent reading. Andrew is turned around and talking to his neighbor. In this situation which one of the following is LEAST recommended? (a) The teacher walks and stands near Andrew. (b) The teacher asks, “Andrew, would you please turn around and do your reading?” (c) The teacher says, “Andrew, I would like you to turn around please and do your reading.” (d) The teacher walks to Andrew and quietly asks him, “Andrew, what is the rule about talking during silent reading?” 17. “What do you think the principal had in mind when she introduced that particular policy?” is an example of a question that requires (a) divergent thinking (b) clarifying responses (c) evaluative thinking (d) convergent thinking 18. Which one of the following is OKAY for a teacher to do? (a) A student who is being disruptive is asked a question for which the answer cannot possible be known by the student. (b) A student gives a wrong response to a question and is then asked an even more difficult question. (c) A student who didn’t do the homework assignment is asked a question from the assignment. (d) None of these is okay. 19. “What do you believe the levee builders might have done differently that might have avoided the large-scale damage from the flooding?” Which one of the following is it NOT? (a) focusing (b) evaluative (c) divergent thinking (d) convergent thinking 20. “How can we explain the statement that not all plants that make their own food are green?” is an example of a question that requires (a) divergent thinking (b) clarifying responses (c) evaluative thinking (d) convergent thinking II. True-false with optional explanation 1. When asking students a question regarding subject content, it is recommended that the teacher answer the question if after waiting for 2 seconds there is no student response. 2. A question that requires application of information is at the highest level of student thinking. 3. “What will tomorrow’s weather be if a high pressure moves in?” is an example of an application question. 4. “How might we test your idea?” is an example of a question requiring only low level thinking. 5. It is important that teachers consciously avoid the situation of accepting a response of “I don’t know” from a female student and then going to a male student for a correct answer. 6. Being able to answer questions is clearly more important to student learning than is their being able to ask questions. 7. When students ask you a subject content question for which you do not have an answer you should bluff an answer rather than admit you don’t know. 8. “What do you predict the elephant will look like in the year 3,000?” is an example of a low-level question. 9. The teacher should call on only those children who raise their hands. 10. When asking questions of your students you are advised to allow more time for responses from female students than from male students. 11. As an instructional tactic, because of its important diagnostic function only the teacher and not the students should ask questions. 12. A convergent thinking question is one that calls for a creative, thoughtful, and non-preconceived response. 13. A single question can not be broad, divergent, and evaluative, all at the same time. 14. Content questions by the teacher should be planned in a sequence that is designed to raise the level of student thinking. 15. Generally, when a student answers a question incorrectly you should try and build onto the student’s response until a better answer is obtained. 16. When the purpose is to redirect a student’s attention it is better to make a direct statement than to ask a rhetorical question such as “Antoine, would you please turn around and pay attention?” 17. When a student is being disruptive during a class discussion, a good procedure for redirecting that student’s attention is to ask the student a content question about the topic of the lesson. 18. There is no place for humor in the classroom. 19. “What do you think the school board had in mind when it enacted that particular policy?” is an example of a question that requires convergent thought. 20. “What measures do you think should be taken in our town to reduce the probability of serious flooding?” is an example of a question requiring divergent thinking. III. Essay 1. Identify no less than 6 characteristics that you would look for that represent intelligent behaviors. 2. Explain why you should or should not encourage students to challenge you or the textbook. 3. Explain why you should or should not call only on students who raise their hands. 4. Describe why and how the teacher should help children develop persistence. Can a child simultaneously show persistence and impulse control? Explain why or why not. 5. Describe your options when a student gives no answer or gives an inadequate response to a question you ask in class. 6. Identify four general rules for the teacher to follow when using classroom questioning. 7. Explain why you agree or disagree with the statement, “From a child there is no such thing as a dumb question.” 8. Describe ways the teacher can help children develop the intelligent behavior of clarity and precision in their thinking and behaviors. 9. Explain why you agree or disagree with this statement: “Being able to ask questions is more important than is having correct answers.” 10. Explain why a teacher should teach thinking skills directly, and give a brief explanation of how the teacher would do it. Chapter 3 Key I. Multiple choice 1.c 2.d 3.d 4.d 5.e 6. d 7. c 8. c 9. c 10. c 11. a 12. c 13. b 14. d 15. d 16. b 17. c 18. d 19. c 20. d II. True-false 1. False 2. True 3. True 4. False 5. True 6. False 7. False 8. False 9. False 10. False 11. False 12. False 13. False 14. True 15. True 16. True 17. False 18. False 19. False 20. True III. Essay 1. See text pp. 87-91. Characteristics of Intelligent Behaviors 1. Curiosity: An intelligent person asks questions, seeks out new information, and is eager to learn. 2. Persistence: They continue working towards a goal despite challenges or setbacks. 3. Adaptability: They are able to adjust their thinking and behavior in response to new situations or challenges. 4. Metacognition: The ability to reflect on one’s own thinking processes, recognizing strengths and weaknesses. 5. Problem-Solving Skills: Intelligent individuals effectively identify problems and develop strategies to solve them. 6. Empathy: Understanding and sharing the feelings of others, which helps in making informed and compassionate decisions. 2. Questioning is the cornerstone of critical thinking and real-world problem solving; students should never be discouraged from asking questions; they should be taught the skills for doing it. Encouraging Students to Challenge the Teacher or Textbook Should Encourage: • Critical Thinking: Encouraging students to challenge the teacher or textbook promotes critical thinking and deeper understanding. It allows students to engage actively with the material and question assumptions. • Open Dialogue: It fosters an environment of open dialogue where students feel comfortable expressing their ideas and opinions, leading to richer classroom discussions. • Lifelong Learning: It teaches students to think independently and not accept information at face value, an important skill for lifelong learning. Why Not: • Classroom Management: In some cases, constant challenges can disrupt classroom flow and management. However, with proper guidance, challenges can be directed constructively. 3. The teacher should require students to raise hands to be recognized, but should retain the option of calling on those who have not raised their hands. The points are that the teacher must be in control of who speaks, striving for fair and equal distribution for children to participate. Children also need to learn to control their natural impulsiveness. Calling Only on Students Who Raise Their Hands Should Not: • Inclusive Participation: Calling only on students who raise their hands can exclude quieter students or those who may lack confidence. All students should be encouraged to participate. • Equity: It’s important to ensure all students have equal opportunities to contribute, especially those who may not readily raise their hands. • Engagement: Randomly calling on students, or using strategies like think-pair-share, can increase overall engagement and ensure that all students are involved in the learning process. 4. Persistence and impulse control both are examples of intelligent behaviors that should be taught. Beyond that fact, answers will vary but should demonstrate knowledge, good thinking, and skillful written expression. Developing Persistence and Impulse Control Why and How: • Goal Setting: Teachers should help children set clear, achievable goals and support them in working towards these goals. Praise effort, not just results. • Modeling: Teachers should model persistence by showing how they work through challenges. • Incremental Challenges: Provide tasks that are slightly challenging but achievable to help students build persistence gradually. Persistence and Impulse Control: • Simultaneous Development: Yes, a child can simultaneously develop persistence and impulse control. Persistence requires sustained effort over time, while impulse control involves delaying gratification or resisting distractions, which supports persistent behavior. • Self-Regulation: Both persistence and impulse control are aspects of self-regulation, which can be developed together through practice and guidance. 5. Answers will vary but should demonstrate knowledge, good thinking, and skillful written expression. Options When a Student Gives No Answer or Inadequate Response 1. Provide Hints or Clues: Offer additional information or a guiding question to help the student arrive at the correct answer. 2. Rephrase the Question: Simplify or restate the question to make it more accessible. 3. Encourage Peer Support: Allow the student to consult with a peer or engage in a think-pair-share activity. 4. Positive Reinforcement: Acknowledge the student’s effort and encourage them to try again or to think aloud to work through their response. 5. Follow Up Later: If the student is unable to answer, move on but return to them later in the lesson to give them another chance. 6. See text pp. 99-100. General Rules for Classroom Questioning 1. Wait Time: Allow sufficient wait time after asking a question to give students time to think and formulate their responses. 2. Clarity: Ensure that questions are clear and understandable, avoiding ambiguous or overly complex phrasing. 3. Variety: Use a mix of question types (open-ended, closed-ended, higher-order) to stimulate different levels of thinking. 4. Equity: Make sure to distribute questions fairly across all students, not just to those who are quick to respond. 7. Answers will vary, but important points are: Students should not be discouraged from asking questions. They should be taught skills in asking questions. "From a Child There Is No Such Thing as a Dumb Question" Agree: • Encourages Inquiry: Believing there are no dumb questions encourages children to ask questions without fear, promoting curiosity and learning. • Understanding: Even questions that seem basic or unrelated can reveal gaps in understanding or offer new perspectives. • Classroom Culture: This belief fosters a classroom culture where all students feel valued and supported in their learning journey. 8. See page 90. Answers will vary but should demonstrate knowledge, good thinking, and skillful written expression. Developing Clarity and Precision in Thinking and Behaviors • Modeling: Teachers should model clear and precise communication in their instructions and explanations. • Practice: Provide students with opportunities to practice clarity and precision in their speaking and writing, such as through guided discussions or structured writing exercises. • Feedback: Give constructive feedback on student responses, highlighting areas where clarity or precision could be improved. • Explicit Teaching: Teach students specific strategies for clear thinking, such as breaking down complex ideas into simpler parts or using specific vocabulary. 9. Answers will vary but should demonstrate knowledge, good thinking, and skillful written expression. "Being Able to Ask Questions Is More Important than Having Correct Answers" Agree: • Fosters Curiosity: Asking questions is the foundation of inquiry-based learning, encouraging students to explore and discover. • Deepens Understanding: Questions lead to deeper understanding and critical thinking, as students must engage with the material rather than just recall facts. • Life Skills: The ability to ask meaningful questions is a skill that extends beyond the classroom, important for lifelong learning and problem-solving. 10. Answers will vary but should demonstrate knowledge, good thinking, and skillful written expression. Teaching Thinking Skills Directly Why: • Critical Thinking: Directly teaching thinking skills helps students become better problem-solvers, critical thinkers, and independent learners. • Transferable Skills: These skills are transferable across subjects and real-life situations, making students more adaptable and capable. How: • Explicit Instruction: Introduce and explain specific thinking strategies, such as analyzing, comparing, or synthesizing information. • Modeling: Demonstrate how to apply these strategies in different contexts. • Practice: Provide students with opportunities to practice these skills through exercises, discussions, and problem-solving activities. • Reflection: Encourage students to reflect on their thinking processes and outcomes to improve their strategies over time. Chapter 4 Planning and Managing the Classroom Learning Environment CHAPTER FOUR EXAMINATION QUESTIONS I. Multiple choice 1. If the classroom of students is becoming too noisy, the teacher can try any of the following except one. Which one is not recommended? (a) Remain quiet until the students are quiet. (b) Change the lesson strategy to a distinctly different activity. (c) Hold a hand in the air, thereby nonverbally asking for quiet. (d) Talk louder or, if necessary, yell over their noise, telling them to be quiet. 2. When a teacher uses a verbal command to reprimand a student for his or her inappropriate behavior, the teacher can be said to be using which type of intervention? (a) direct (b) silent (c) indirect (d) ineffective 3. Although he is not bothering other students, Aaron, a sixth-grader, refuses in class to cooperate and work on the learning task. From the following, which should the teacher try first? (a) Send Aaron to the office for detention and a follow-up parent conference. (b) Suggest another task for Aaron, such as working alone at a learning center. (c) Inform Aaron that if he doesn't cooperate he will have to run 10 laps around the school grounds. (d) Tell Aaron that if he doesn't cooperate he will have to write 100 times a sentence describing why it is that he will not cooperate. 4. Which one of the following is a true statement about behavior problems in K-8 classrooms? (a) Children are unruly by nature. (b) Administrators do not adequately support teachers. (c) Most student misbehavior in the classroom is preventable. (d) An occasional use of corporal punishment is absolutely necessary to retain control. 5. For a student's first and minor infraction of classroom procedures, the teacher is best advised to ________ (a) ignore the infraction but remember it for later (b) gently and quietly remind the student of classroom procedures (c) detain the student after school and phone the student's parents for a conference (d) obtain the attention of all students and reprimand the students, thereby reminding all students of expected classroom procedures 6. When showing a movie to the entire classroom of students, the teacher is best advised to (a) stand in rear of room and watch the movie (b) use that time to grade papers at the teacher’s desk (c) stand in rear of room and monitor student behavior (d) go to the faculty workroom to relax with colleagues (e) work with individual students who are having academic problems (f) none of these is an acceptable response 7. Three elements necessary for establishing and maintaining classroom control are ________ (a) warning, isolation, and suspension (b) warning, subordination, and anxiety (c) orderliness, consistency, and fairness (d) punishment, detention, and suspension 8. A usually effective safeguard against disruptive student behavior is ______________ (a) a well-prepared lesson (b) a supportive administrator (c) the threat and use of corporal punishment (d) a teacher who is physically intimidating to students 9. When it is necessary to remove a mildly disruptive student from the classroom, of the following which is most desirable? (a) Send the student to a pre-designated and supervised time-out area. (b) Send the student to the library for the remainder of the class period. (c) Send the student to the principal's office, and notify the office that the student is being sent there and why. (d) Tell the student to stand in the hallway outside of the classroom until you have a chance to come out there and talk with the student. 10. “Withitness" and “multitasking" are ______________ (a) skills used by classroom teachers for supervising student behavior (b) natural consequences in dealing with disruptive classroom behavior (c) teacher strategies especially necessary for working in multicultural classrooms (d) techniques for integrating mild and moderately disabled students into the regular education classroom 11. Which of the following is okay for a teacher to use when working with students in the classroom? (a) frown (b) nagging (c) threats and ultimatums (d) loud talk, yelling, and screaming (e) any of the above (f) none of the above is okay for the teacher to use 12. A teacher who is aware at all times of everything going on in the classroom is said to have ______________ (a) withitness (b) overlapping skill (c) metacognitive skills (d) effective group control (e) good movement management 13. Which one of the following is an acceptable teacher verbal communication when assigning students a homework paper? (a) Don’t plagiarize. (b) I will know if you have copied someone else’s work. (c) Please use your own ideas, but credit others when you do use theirs. (d) If you try to turn in your first writing draft without rewriting it, I promise you will receive a low grade. 14. Synonymous with efficient classroom management is ______________ (a) routinizing clerical tasks (b) controlling student behavior (c) disallowing any nonsense from students (d) running a businesslike classroom where students are under self-control and work diligently at their learning tasks free from distractions 15. Which one of the following is NOT recommended by the authors of Teaching and Learning K-8? (a) Keep foot traffic in the classroom to a minimum. (b) Constantly be aware of all activity in your classroom. (c) When necessary, punish by lowering the students’ academic grades. (d) Maintain the pacing of lessons so that all students feel some pressure. 16. As two preferred teaching behaviors, “withitness” and “overlapping” were originally described by (a) Haim Ginott (b) B.F. Skinner (c) Fredric Jones (d) Jacob Kounin (e) William Glasser 17. Movement management refers to (a) how students enter and exit the classroom (b) whether students are allowed to leave their assigned seats whenever they please (c) how students are expected to leave their seats to obtain materials, to sharpen pencils, for a drink of water, to see the teacher, and to use the wastebasket (d) all the above (e) none of the above 18. When several students simultaneously are off task and becoming disruptive, the teacher should (a) consider changing the task (b) immediately phone every parent and guardian (c) ignore their off task behaviors and work with those students who are on task (d) send all off-task students to the office of the appropriate school administrator 19. For a student’s first and minor infraction of classroom procedures, from the following the teacher should (a) ignore the infraction but remember it for later (b) gently and unobtrusively remind the student of the correct procedure (c) detain the student after school and phone the student’s parents for a conference (d) obtain the attention of all students and reprimand the students, thereby reminding all students of expected procedures 20. A general rule about the establishment of classroom rules for the start of the school year is (a) the more rules you have at the start the better (b) start with no rules and then build a list as necessary and appropriate (c) a list of 12 rules is the minimum required to cover basic expectations for most situations (d) establish and start with the minimum number absolutely necessary, probably no more than about five II. True-false with optional explanation 1. Teachers are rightfully encouraged to develop close friendship relationships with their students. 2. Research has shown that children learn better from a repressive teacher than from one who is easier going. 3. A teacher should explain to students at the beginning of the school term what is expected of them during an unexpected interruption of class activities. 4. The way in which materials and furniture are arranged in the classroom can either encourage or discourage classroom control problems for the teacher. 5. At the introduction of a test, an acceptable verbal command by the teacher is: “And if I catch you cheating, I will tear up your test and give you a zero score." 6. A competent classroom teacher overlooks no student misbehaviors, regardless of how minor they might be. 7. Students have the right to know the consequences for noncompliance of classroom rules and regulations. 8. Being able to attend to more than one thing at a time is a teaching skill known as overlapping. 9. As often as possible, at least for beginning teachers, transitions from one instructional activity to the next should be planned and written into the lesson plan. 10. A teacher's nonverbal behavior communicates as much or often even more to students than what the teacher says. 11. The first day of school is one of the least important days of the school term for teaching and learning. 12. A teacher need not, and should not, be concerned about personal problems students may be having. 13. Personal problems of students can have negative impacts on their learning. 14. Effective classroom management is the continuous process of organizing and conducting a group of students so that student learning is maximized. 15. Even the best classroom teachers occasionally have problems with student behavior. 16. As a general procedure for most classrooms, students should be expected to raise their hands and be recognized by the teacher before shouting out responses. 17. As a general rule for beginning teachers it is okay if students are allowed to socialize after the bell has rung, before the lesson begins, when a visitor comes into the classroom, and while the teacher is doing attendance. 18. When you give students directions about a lesson and a student asks, “Why do we have to do this?” you should ignore the student’s question. 19. A full-period non-interactive lecture is a good strategy choice for those school days labeled as “high-energy days.” 20. Although frequently used by many teachers, the teacher’s use of a “Good!” to a student behavior or response is not a good teacher response. III. Essay 1. Imagine that you are observing a teacher at work in a grade level and subject field of your choice. In a couple sentences, tell how you would know that the teacher is demonstrating skill in withitness. 2. Explain why it is important to prevent student misbehaviors before they occur. In what ways can a teacher attempt to accomplish this? 3. Discuss how a teacher's philosophy of teaching and learning determines that teacher's classroom management procedures. 4. Contrast direct intervention and indirect intervention. Describe situations where you are likely to use each. 5. Explain the rationale behind the phrase “catch students being good." 6. For a designated grade level (name it) and subject field (name it) are there any classroom rules or routines about which you would be flexible? Explain why not or identify what and why. 7. In terms of the total classroom setting, discuss the positives and negatives of this advice sometimes given to beginning teachers: “Don’t smile before Christmas.” 8. Describe five steps you can take as a classroom teacher to prevent or reduce problems in classroom management. 9. In terms of the total classroom setting, discuss the positives and negatives of this advice often given to beginning teachers: “Say what you mean and mean what you say!” 10. Identify the “values” in what is called a values-based management plan, and describe any instance where these values may be inconsistent from one school to another. 11. Breaks in classroom work are referred to as “transitions.” Why are these times important to the classroom teacher and how can a teacher best prepare for them? 12. Is a teacher with “good classroom control” always effective as a teacher? Explain why or why not. 13. Describe 5 teacher behaviors that will encourage productive student learning, and contrast those with 5 teacher behaviors that discourage student learning. 14. Jacob Kounin talked of the importance of the teacher’s overlapping ability. Describe the characteristics of that ability and identify the term with the same meaning but that is more frequently used today. 15. We read of the importance of the elementary school as being a laboratory for the social growth of children. Describe the meaning of that and whether you believe that with today’s emphasis on standardized achievement testing there is sufficient attention being given to children’s social growth. 16. For a designated grade level, K-8 (your choice), tell specifically what you would plan for the first day, clearly identifying and describing no less than 5 specifics actions. 17. The authors of our text state “it is unreasonable to place children in situations that encourage maximum interaction and then to admonish or berate them for whispering and talking.” Identify the important of that statement to you as a future classroom teaching. 18. Describe the meaning of “professional competence” as it describes the classroom teacher. How will you know when you have achieved a degree of professional competence? 19. Tell whether you agree or disagree with this statement, and why: it is more important for the teacher to tell children what to do than what not to do. 20. Tell whether or not you believe in using corporal punishment, at school or at home, and why. Chapter 4 Key I. Multiple choice 1. d 2. a 3. b 4. c 5. b 6. c 7. c 8. a 9. a 10. a 11. a 12. a 13. c 14. d 15. c 16. d 17. d 18. a 19. b 20. d II. True-false 1. False 2. False 3. True 4. True 5. False 6. True(but the teacher may not always intervene) 7. True 8. True 9. True 10. False 11. False 12. False 13. True 14. True 15. True 16. True 17. False 18. False 19. False 20. True III. Essay 1. When the teacher is effectively attending to more than one thing at a time. Demonstrating Skill in Withitness You would know a teacher is demonstrating skill in withitness if they are consistently aware of what is happening in all areas of the classroom, even when their attention is focused on a specific student or activity. The teacher quickly notices potential disruptions and addresses them before they escalate, maintaining a smooth flow of the lesson. 2. Prevention is much easier than is treatment. Prevention is positive and productive. Punishment for misbehavior is negative and ipso facto. Importance of Preventing Student Misbehaviors Before They Occur Preventing student misbehaviors before they occur is crucial because it maintains a positive learning environment and minimizes disruptions. Teachers can accomplish this by: • Establishing Clear Expectations: Setting and reinforcing classroom rules and routines early on. • Building Relationships: Creating a rapport with students to understand their needs and motivations. • Proactive Classroom Management: Using seating arrangements, engaging lessons, and positive reinforcement to keep students focused and involved. 3. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. Philosophy of Teaching and Learning and Classroom Management Procedures A teacher’s philosophy of teaching and learning greatly influences their classroom management style. For example: • Constructivist Philosophy: A teacher who believes in student-centered learning may create a classroom environment that encourages collaboration and self-regulation, with flexible rules. • Authoritative Philosophy: A teacher who believes in direct instruction may emphasize structure and clear expectations, with more rigid management procedures. The philosophy shapes whether the classroom is more teacher-directed or student-directed and how discipline is approached. 4. Answers will vary but should show the student's understanding of the use of indirect and direct intervention. Direct Intervention vs. Indirect Intervention • Direct Intervention: This involves immediately addressing a specific behavior, such as verbally correcting a student or issuing a consequence. It is used when a behavior is disruptive and needs immediate attention. • Indirect Intervention: This is a subtle approach, such as using proximity, eye contact, or a gesture to signal to a student that their behavior is noticed. It’s used when the behavior is minor or when the teacher wants to avoid interrupting the flow of the lesson. 5. To emphasize and to reinforce positive rather than negative behaviors. Rationale Behind "Catch Students Being Good" The phrase "catch students being good" is based on the idea that positive reinforcement encourages desirable behaviors. When teachers acknowledge and praise students for following rules or demonstrating positive behavior, it motivates other students to emulate those actions, creating a positive classroom environment. 6. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. Flexible Classroom Rules or Routines • Grade Level: 3rd Grade • Subject: Reading A classroom rule that might be flexible is allowing students to choose their seating during independent reading time. Flexibility here can help create a more comfortable environment for students, encouraging them to engage more deeply with the material. However, the teacher should ensure this flexibility doesn’t disrupt the learning process. 7. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. It is our recommendation, however, for teachers to smile often, most certainly before Christmas. "Don’t Smile Before Christmas" Advice Positives: • Establishes Authority: This advice can help new teachers set a serious tone at the beginning of the year, establishing authority and clear expectations. Negatives: • Builds Distance: Being overly strict or unapproachable may hinder the development of positive teacher-student relationships, which are important for effective classroom management and student engagement. 8. Steps should include: assuring that students are actively involved in the lesson for the entire class period, with no off-task time; use withitness and overlapping behaviors; use direct intervention; use teacher mobility and proximity as control procedures; use positive cueing and reinforcing. Five Steps to Prevent or Reduce Problems in Classroom Management 1. Set Clear Expectations: Clearly communicate rules and expectations from the first day of class. 2. Build Relationships: Develop positive relationships with students to understand their individual needs and motivations. 3. Engage Students: Plan lessons that are interesting and interactive to keep students focused and involved. 4. Use Proactive Classroom Management: Arrange the classroom environment to minimize distractions and manage potential disruptions. 5. Monitor Continuously: Keep an eye on the entire classroom, addressing potential issues before they become problems. 9. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. "Say What You Mean and Mean What You Say!" Advice Positives: • Consistency: This approach establishes trust and reliability, as students understand that the teacher’s word is consistent and dependable. • Clear Boundaries: It reinforces clear boundaries and consequences, which are crucial for maintaining discipline. Negatives: • Rigidity: Being overly strict or literal can sometimes leave little room for flexibility or understanding individual circumstances, which might alienate some students. 10. For the first part, see text p. 12. For the second part answers will vary. Values in a Values-Based Management Plan Values: Respect, responsibility, fairness, caring, and citizenship are typical values in a values-based management plan. These values guide the behavior expectations and disciplinary actions within the school. Inconsistencies: Values may vary from school to school based on the community’s culture or the school’s mission. For example, one school might prioritize academic excellence as a core value, while another might emphasize inclusivity and diversity. These differences can lead to variations in how behavior is managed and what is considered acceptable. 11. See text pp. 137-8. Importance of Transitions in Classroom Work Transitions are critical times in the classroom as they mark the shift from one activity to another, impacting the overall flow of the day. Poorly managed transitions can lead to disruptions, loss of instructional time, and increased student misbehavior. A teacher can best prepare for them by: • Planning Ahead: Clearly outlining the steps for transitions and communicating them to students. • Using Signals: Implementing consistent cues or signals to indicate the beginning of a transition. • Engaging Students: Keeping students engaged during transitions with activities like quick reviews or songs. • Practicing: Rehearsing transitions, especially at the beginning of the year, so students understand expectations. 12. No. See p. 113. Effectiveness of a Teacher with Good Classroom Control A teacher with good classroom control is not always effective. Classroom control ensures that the learning environment is orderly and free of disruptions, which is essential for learning. However, control alone does not guarantee that instruction is engaging, meaningful, or that students are learning effectively. An effective teacher not only maintains control but also fosters a positive learning environment, delivers content in an engaging manner, and meets the diverse needs of students. 13. Answers will vary but should represent knowledge and skillful written expression. Teacher Behaviors Encouraging and Discouraging Productive Student Learning Encouraging Behaviors: 1. Providing Clear Instructions: Ensures students understand what is expected of them. 2. Offering Positive Feedback: Reinforces good behavior and academic effort. 3. Incorporating Student Interests: Engages students by connecting lessons to their interests. 4. Encouraging Collaboration: Promotes social interaction and learning from peers. 5. Differentiating Instruction: Tailors teaching to meet the diverse needs of students. Discouraging Behaviors: 1. Being Inconsistent with Rules: Creates confusion and a lack of respect for classroom norms. 2. Using Negative Language: Discourages students and lowers self-esteem. 3. Ignoring Student Questions: Stifles curiosity and the desire to learn. 4. Overloading with Assignments: Leads to stress and disengagement. 5. Favoring Certain Students: Causes resentment and divides the class. 14. See page 120 and discussion in Chapter 2. Multitasking. Kounin’s Overlapping Ability Overlapping refers to a teacher’s ability to manage multiple issues or tasks simultaneously, ensuring that all aspects of classroom management are addressed without neglecting any. Characteristics include monitoring the classroom while working with individual students and addressing behavior issues without disrupting the lesson. The more commonly used term for this today is multitasking. 15. Social development is discussed on page 121. For the second part answers will vary. Elementary School as a Laboratory for Social Growth This concept suggests that elementary school is a place where children develop social skills and learn to interact with peers, much like how a scientist experiments in a lab. Social growth includes learning cooperation, communication, empathy, and conflict resolution. With today’s emphasis on standardized testing, there is concern that social development may be overshadowed by the focus on academic achievement, potentially neglecting the holistic growth of children. 16. Answers will vary but should represent knowledge and skillful written expression. See pp. 131-133. First Day Plans for a Grade Level Grade Level: 4th Grade First Day Plans: 1. Welcome Activity: Greet students and conduct a fun icebreaker to build a sense of community. 2. Classroom Rules and Expectations: Discuss and establish classroom norms collaboratively. 3. Tour of the Classroom: Show students where materials are stored, how to use classroom resources, and the layout of the room. 4. Introduction to Daily Routines: Walk students through the daily schedule, including transitions and procedures. 5. Initial Assessment: Conduct a quick, informal assessment (e.g., a short quiz or reading activity) to gauge students’ academic levels. 17. See p. 136. Importance of Encouraging Interaction The statement emphasizes the need for consistency between the classroom environment and teacher expectations. If students are placed in a setting that naturally encourages interaction, like group work, it is contradictory and counterproductive to reprimand them for talking. This approach is important as it recognizes the need for students to communicate as part of their learning process and underscores the importance of creating a classroom environment that aligns with instructional goals. 18. Answers will vary but should represent knowledge and skillful written expression. Professional Competence in Teaching Professional competence in teaching refers to a teacher’s ability to effectively deliver instruction, manage the classroom, and support student growth. It includes content knowledge, pedagogical skills, and the ability to reflect and improve on one’s practice. A teacher will know they have achieved a degree of professional competence when they consistently see positive outcomes in student learning, receive feedback from peers and administrators, and feel confident in their ability to handle various teaching situations. 19. Answers will vary but should represent knowledge and skillful written expression. See top of p. 141. Telling Children What to Do vs. What Not to Do Agree: It is often more effective to tell children what to do rather than what not to do. Positive instructions are clearer and more actionable, guiding students toward the desired behavior rather than simply prohibiting unwanted actions. For example, saying “walk in the hallway” is more effective than saying “don’t run.” Disagree: However, there are situations where it’s important to make clear what should be avoided, particularly when safety is a concern or when negative behaviors need to be explicitly addressed. 20. Answers will vary but should represent knowledge and skillful written expression. Corporal Punishment Disagree: I do not believe in using corporal punishment, either at school or at home. Corporal punishment can lead to physical and emotional harm, damage the student-teacher relationship, and model aggression as a way to solve problems. There are more effective and positive strategies for behavior management that focus on understanding the underlying causes of misbehavior and teaching appropriate behaviors. Test Bank for Teaching and Learning K-8: A Guide to Methods and Resources Richard D. Kellough, John D. Jarolimek 9780131589629
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