Classroom Behavior Management

 Iris Module 4.1:   Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

1. Briefly describe three of the benefits of implementing comprehensive classroom behavior management.

2. Using your own words, explain the meaning of “cultural gaps” and describe two culturally sustaining practices teachers can use to address them.

3. Identify three of the six key principles of classroom behavior management outlined in the module and offer specific example of how a teacher might use each of them in the classroom.

4. Ms. Rollison wishes to develop a positive climate in her classroom.

 . List two of the practices listed in the module.

a. Explain two action steps that Ms. Rollison can take to implement these practices.

5. Mr. Kwon is a new teacher setting up a structured classroom for 25 4th-grade students. Though he is excited to use lots of hands-on activities and types of instruction across content areas, he is uncertain how to structure his classroom to keep his students on task, engaged, and learning throughout the school day.

 . Offer two considerations that Mr. Kwon should keep in mind when arranging the physical elements of his classroom.

a. Explain why each of these is important.

6. Mr. Kwon also wants to set up a routine for a daily morning meeting to encourage interaction and engagement before the students start their academic work. Describe at least two tips to help Mr. Kwon successfully implement this classroom routine.

7. Sierra, a student in Ms. Gardner’s 8th-grade science class, is usually shy and anxious. When she works with a partner at a lab station, however, she often becomes very talkative. This disruptive behavior regularly causes her and her partner to miss important teacher directions and not complete labs on time.

 . Name at least two surface management strategies that Ms. Gardner could use to address Sierra’s disruptive behavior.

a. Explain why you chose each of these strategies.