Think and Respond Questions

Module 1: Introduction to Classroom Management

1. The textbook states that you can communicate your positive regard for your students by doing
what (4) things.
- Welcome students with a smile and eye contact as they enter your classroom during the initial
days of school. Have student name tags available to be worn or placed at students’ desk or tables.
-Use student names frequently during the initial class days as you learn names to help you
establish positive early connections.
-Be organized and ready for all activities. This communicates your competence and promotes
your influence.
-Create a positive climate by praising the class for attention and effort during initial activities.
Don’t single out one or two students, but rather focus public praise on groups or the whole class.
2. List the 3 most important items from Chapter 2 and explain why.
- One thing that I believe is important in Chapter 2 is that there are common problems in some
classrooms and that is dealing with public failure. Students are concerned about appearing
stupid, inept, or foolish in front of their peers, and will go to great lengths to avoid such displays.
I think this is important because not all students are going to get a problem or answer right and
they should always be confident in their answers while participating in class activities. I will do
my best to go great lengths not to let one of my students feel that way in my classroom.
- Another thing I believe is important in Chapter 2 is that communication with parents us key.
Having a group email, classroom website or even an app like Class Dojo will help keep the
communication between you and the parents.
-Another thing that I believe is important in Chapter 2 is that Urban teachers must give more
attention to establishing trust, learning about their students’ backgrounds and communities, and
practicing good communication skills, such as empathy, assertiveness, and problem solving,
when dealing with classroom problems. I think this is important because every teacher needs to
know what’s going on in their students’ community and also when a student comes in acting
different or looks different (the way they dress). This could be a sign of abuse or neglect.

Model 2: Classroom Climate

1. List the 10 most important items if you were creating your own classroom
-Seating (have a verity of different seating available that isn’t at their desk)
- Keep frequently used teaching materials and student supplies readily accessible.
-Good selection of books in your classroom library
-Be organized (have your classroom organized so you know where to find things.
- Have a positive behavior Management System
- Job charts for the students so they know one fights over what their supposed to do at the end of
the day.
- Be sure students can be seen easily by the teacher.
- Keep high-traffic areas free of congestion.
- Student Information binder
-Use a room arrangement consistent with your instructional goals and activities

2. Describe the word transition and how it is used in the classroom.

Transition means a movement, passage, or change from one position to another.
Transition into and out of the room- beginning of school day, leaving the room, returning to the
room, ending the day.
 Think and Respond Questions

3. Why do teachers create student portfolios?

Portfolios provide teachers with a useful tool for parent conferences and holistic grading.
Depending on the purpose of a portfolio, students may have more or less input into the selection
of portfolio entries and the eventual evaluation of the complete portfolio. However, over time,
students should be supported to make more choices about what to include and why. Digital
documentation for eportfolios can save storage space and can easily be stored on a flash drive.

Model 3: Planning for Learning

1. You can promote that sense of belonging in a number of ways list 4 from the textbook.
-Speak courteously and calmly
-Share information
-Speak positively as often as possible
-Establish a feeling of community
2. Describe the following terms:
 Whole groups:
Brings your classroom together as one large group. It’s usually the time that you’ll
introduce a new concept or encourage a large-scale discussion.
 Small Collaborative Group:
Actively work with each other and with an educator in an active group learning
environment.
 Small Teacher Lead Group:
Allows teachers to work more closely with each student. This type of instruction provides
the opportunity to evaluate students learning strengths, locate gaps in the development of
their reading or math skills and tailor lessons focused on specific learning objectives.
 Student Pairs:
You give a number to each student and you pair them up with their corresponding
number. In essence, you just move the students- which is meant to be their new partner
but the same person that they are with for the remainder of their course.
 Individualized Instruction:
Focuses on the needs of the individual student. Teaching is specific and targets one need
at a time. This teaching method can be used on its own, or it can be part of a
differentiated teaching. Some students who receive individualized instruction need
teachers to help them understand and learn.
3. Share 3 examples of signals that you can use in the classroom as a teacher.
1- “1-2-3, eyes on me!” “1-2, eyes on you!”
2- Teacher: Hocus Pocus
Student: Time to focus
3- Clapping Rhythms: Start a short clapping chain and have students repeat it. Change the
rhythm, change up the speed, and keep waiting for the students to repeat after you.
 Think and Respond Questions

Model 4: Communication and Management

1. What does this chapter say about being consistent with procedures and consequences.
If you find yourself being inconsistent in ways that cause problems, consider these
alternatives:
1. Reteach the procedure. take a few minutes to discuss the problem with the class and to
reiterate your desire that they follow the procedure. The enforce it consistently.
2. Modify the procedure or consequence, and then reintroduce and use it consistently.
3. Abandon the procedure or consequence, and possibly substitute another in its place.
2. What is constructive assertiveness?
Calls for the teacher to communicate to misbehaving student(s) a direct, clear statement of the
problem; maintain direct eye contact with the student(s); and insist upon correct behavior.
3. Give 5 examples of simple interventions.
- Use Nonverbal Cues
- Get the Activity Moving
- Use Proximity
- Use Group Focus
- Redirect the Behavior

Module 5: Special Populations

1. List and explain 5 different groups of students with special needs.
- Students with learning disabilities: genetic and/ or neurobiological factors that alter brain
functioning in a manner which affects one or more cognitive processes related to learning. These
processing problems can interfere with learning basic skills such as reading, writing and/or math.
- Students with Serious Social Deficits (Autism Spectrum Disorders): Increasing numbers of
students with severe social skills problems are being diagnosed as having autism spectrum
disorders (ASD), also known as pervasive developmental disorder (PDD). A milder form of the
disorder is called Asperger’s syndrome.
- Students with Attention Deficit and Hyperactivity: Broad characteristics of students with
attention deficit and hyperactivity include distractibility, a short attention span, impulsiveness,
and inability to organize, and high level of physical movement.
- Students Who Are Deaf or Hearing Impaired: Students with serious hearing loss may be able to
function in regular classes if some crucial modifications are made.
-Students Who Have Visual Impairments: Students who are blind or who have severe visual
impairments may be able to function well in regular classes with your help.
 Think and Respond Questions

Module 6: Observation and Reflection

1. What kind of behavior system would you use in the classroom?
After doing observation hours in my recent semesters I noticed one teacher used a behavior chart
that looked like this. I felt like the students really liked this method as a behavior chart and did
really well with this.

Module 7: Behavior Modification and Theory

1. Describe what a behavior modification plan is?

A type of contract between the teacher and the student that outlines problem behaviors and what
the consequences will be when these negative behaviors continue. It also documents what will
occur if the student begins to behave in a positive manner in the classroom.

2. What is the difference between a Self-Contained, Team Teaching TAM, Inclusion, and
Alternative School settings.
- Self-contained: Where a special education teacher is responsible for the instruction of all
academic subjects. The classroom is typically separated from general education classrooms but
within a neighborhood school.
- Team Teaching TAM: To integrate special education students into the regular classroom. Team
teaching is a method of instruction involving two classroom teachers, one regular education
teacher and one special education teacher, teaching in one regular education classroom.
- Inclusion: A general education classroom where students with and without learning differences
learn together.
- Alterative School: An educational setting designed to accommodate educational, behavioral,
and/or medical needs of children and adolescents that cannot be adequately addressed in a
traditional school environment.