Chapter 3 : Classroom Management : Interventions
Q 1 . What is meant by management problems ?
- It's any situation or behavior that causes detraction from
learning or distress to either students or the teacher.
Q 2 . Mention some management problems ?
a . Inattention
b. Talking without permission
c . Passing notes
d . Leaving seat without permission
e. Making unkind remarks
Q 3 . What are the sources of management problems ?
a . Teachers
b . Emotional problems
c . Casual student actions
Q 4. What are the main characteristics of effective interventions
a . Withitness and overlapping
b . consistency and follow through
c . Brevity , clarity and firmness
d . Preserving student dignity
Q 5 .How did Sheryl demonstrate withitness and overlapping in her
classroom ?
( Refer to the textbook p. 72 )
Q 6 . " Preserving student's dignity is a basic principle of any
intervention . " Explain .
( Refer to the textbook p. 74 )
Q 7 ." Congruent communication , " 1 " messages , and logical
consequences are three factors that influence the way learners
understand and respond to teacher intervention ." Explain one of
them . ( Refer to the textbook p. 76 )
Q 8 . What are the characteristics of nonverbal communication?
a . Proximity
b . Eye contact
c . Body orientation
d . Facial expression
e . Gestures
f . Vocal variation
Q9 . What are cognitive approaches to intervention based on?
It is based on the idea that the better students understand rules and
procedures, the more likely they are to obey them.
Q 10 . Compare between cognitive and behaviorist
approaches to management .
In cognitive approaches teachers want students to
understand rules and the reasons for them , and to
accept personal responsibility for obeying them . On the
other
hand , behaviorist approaches to management identify specific
behaviors that are desirable and when students display those
behaviors , they are rewarded. When they display undesirable
behaviors , they are punished .
Q 11 . How can punishment be used effectively in the
classroom management ?
a . Using punishment as infrequently as possible .
b . Applying punishment immediately after the behavior
occurs
c . Only use the punishment severe enough to eliminate the
behaviors .
d . Avoid using seatwork as a form of punishment .
e . Applying punishment logically and dispassionately .
Q12. What are the characteristic patterns of reactions to conflict according
to Lee and Marlene Canter ?
a. Passive Response : People are unable to express their wants or
feelings or back up their words with actions.
b. Hostile Response : People are able to express their wants and
feelings, but often do so by abusing others.
c. Assertive Response : People communicate their wants and feelings
without harming other people.
Q13. What is meant by Assertive discipline ?
It is a systematic approach to consequences which was developed by
Lee and Marlene Canter In the 1980s. It advocates create a management
system based on behaviorist views which state that rules and procedures
should be clearly laid out at the beginning of the year and then they are
enforced with reinforcers and punishers.
Q 14. Mention some reinforcers and punishers the teacher can use for
classroom management .
( Refer to the textbook pp. 80 & 81 )
Q 15. What are the strategies the teacher uses in his intervention to stop
disruption in the classroom ?
a. Praising desired behavior
b. Ignoring minor misbehavior
c. Using indirect cues
d. Using desists
e. Applying consequences
Q 16. When does teacher apply consequences ?
The teacher applies consequences after he uses other strategies which
result in not stopping disruptions.
Q 17. How can teacher manage violence and aggression in the classroom ?
The teacher can do that by two ways :
a. Immediate actions
b. Long term solutions
Q 18. Explain briefly the strategy of long term solutions .
a. As a preventive strategy, students must learn how to control their
tempers, cope with frustration, and negotiate and talk rather than
fight.
b. Teaching students to express anger verbally not physically and through
argument.
c. Having problem solving sessions
d. Involving parents and asking help from school personnel such as
principal, counselor, psychologists, social workers and experienced
teachers.