Author Question: Stanley pokes his pencil point in Sharon's arm. The teacher catches Stanley's eye and shakes her ... (Read 219 times)

jace · **on:** Jun 20, 2018

Stanley pokes his pencil point in Sharon's arm. The teacher catches Stanley's eye and shakes her head, and he quickly puts his pencil back in his desk. The teacher's behavior is an example of:

a. cueing.
b. ignoring.
c. vicarious punishment.
d. positive behavioral interventions and supports .

Question 2

It's the first day of class, and you want to start off the school year on the right foot. Describe five different strategies that the textbook recommends for establishing a productive classroomone in which students are working consistently toward achieving your instructional goals and objectives. Describe each of these strategies in a short paragraph, being specific and concrete as to what you might do.

What will be an ideal response?

raili21 · **Reply #1 on:** Jun 20, 2018

Answer to Question 1

a

Answer to Question 2

Some strategies for establishing and maintaining a productive learning environment include these (the response should describe five specific strategies that reflect at least five of the ideas below, or related ideas):
Arrange the classroom in a way that minimizes possible distractions (e.g., one that establishes appropriate traffic patterns).
Arrange furniture to facilitate your interaction with all students.
Place misbehaving and/or uninvolved students near you.
Situate yourself where you can see all your students.
Communicate your care and concern for students.
Actively work to repair nonproductive teacherstudent relationships.
Maintain a businesslike atmosphere, focusing on students' achievement of instructional goals and objectives.
Refrain from threatening behaviors.
Communicate the value of classroom subject matter in students' own lives; focus students' attention on mastery goals rather than performance goals.
Let students control some aspects of classroom life.
Minimize competition among students.
Create a sense of community and belongingness among students.
Establish a few rules for appropriate classroom behavior at the beginning of the school year.
Create routines for accomplishing classroom tasks.
Describe rules and procedures in an informational rather than controlling manner.
Involve students in decision making about classroom rules and procedures.
Acknowledge students' feelings about unpleasant tasks.
Be consistent and equitable in your enforcement of rules.
Plan classroom activities in advance.
Keep students productively engaged.
Choose tasks and assignments appropriate for students' ability levels.
Begin the school year with easy and familiar tasks; introduce more difficult ones only after a supportive classroom climate has been established.
Provide some structure for classroom activities.
Give students something to do during transition times.
Monitor what students are doing at all times