Building Classroom Management: Methods and Models, 12th Edition Test Bank

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iii
TABLE OF CONTENTS
Chapter 1 The Teacher’s Role in Managing the Classroom 1
Test Questions 17
Chapter 2 Taking Student Diversity into Account in Classroom Management 3
Test Questions 24
Chapter 3 Classroom Management Concepts and Terms 5
Test Questions 32
Chapter 4 The Development of Classroom Management 6
Test Questions 39
Chapter 5 Insisting on Compliance: Ronald Morrish’s Real Discipline 7
Test Questions 46
Chapter 6 Taking Charge in the Classroom: Craig Seganti 8
Test Questions 53
Chapter 7 Getting Off to a Good Start: Harry and Rosemary Wong
on Preventing Management Problems 9
Test Questions 60
Chapter 8 Time Use in Classrooms: How Fred Jones Helps Students
Stay Focused and On Task 10
Test Questions 67
Chapter 9 The Power of Positive Choice: William Glasser on Quality Learning 11
Test Questions 74
Chapter 10 Fostering Responsible Behavior: Marvin Marshall on
Motivation and Student Choice 12
Test Questions 81
Chapter 11 Working on the Same Side with Students: Spencer Kagan’s
Win-Win Discipline 13
Test Questions 88
Chapter 12 School-Wide Positive Behavior Supports: A Data-Driven,
Evidence-Based Approach to Whole-School Behavioral Management 14
Test Questions 95
Chapter 13 Classroom Management for Students with Learning and
Behavioral Challenges 15
Test Questions 102
Chapter 14 Striving for Excellence in Classroom Management 16
Guiding Questions 109

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Building Classroom Management: Methods and Models
Learning Outcomes
Each chapter is intended to help students meet one or more learning outcomes. These outcomes are
specified on the first page of each chapter and on the first content slide in the PowerPoint presentations.
Suggested Instructional Activities
For each chapter, you will find suggested activities and discussion questions that you can use to guide
class sessions. These activities are, for the most part, written to be completed during class time; they are
intended to build upon students’ observations and experiences in K-12 classrooms that are part of their
teacher education program. (For that reason, the manual does not make many suggestions for how
students are to approach their clinical experiences; we leave that up to individual faculty members to
determine.)
PowerPoints
PowerPoint presentations cover the key points in each chapter. Slides are text-heavy; instructors are
encouraged to personalize the presentation by adding, deleting, or editing the content. We suggest that
you consider incorporating hot links, videos, and images to make the presentations more engaging.
Adding transitions and builds will also add interest to the slides and allow you to speak about important
points before students have moved on to the next text items. All presentations have been assessed for
accessibility and no issues are present.
Test Items
For each chapter, you will find three types of test questions: true/false, multiple choice, and constructed
response. Questions reflect a variety of levels of thinking about text content. We recommend selecting
test questions carefully, as using all of them would result in lengthy and sometimes redundant exams.
Further, you will notice that each chapter contains 40 true or false questions; to reduce the effects of
guessing, we strongly recommend that you ask students to revise any false statement to make them
true. In this way, you can discern whether or not they know what is inaccurate about each statement.
True/false items are more robust when you use this method. If you follow this suggestion, be sure to leave
adequate space for students to write their revisions.
Activities
Because instructor goals and styles differ, we do not present definitive strategies for how to approach
each chapter. The following are presented as suggestions you might find helpful:
 When you plan and present this textbook, consider depth over breath. Depending on your goals, you
may judiciously select to cover those approaches you believe will most benefit your students. Do not
feel that students must study all approaches in depth; further, we hope that the goal for each chapter is
less about memorizing individuals and their contributions and more about identifying recurring
themes and considering how certain strategies would play out in a variety of classroom situations.
 Have students start their management journals during class. Have them head various pages with the
topics in the planning guide. Consider providing tape flags to help students be able to quickly find
each main topic. Encourage students to bring their journals each day; consider spending the last few
minutes of each class having students record new information and ideas in the appropriate section of
the journal.
 Along with class lectures, discussions, and video segments, also consider using guest presenters,
teacher panels, student presentations, group or team collaborative work, role plays, and class debates.

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 You might wish to direct students to current television programs and Hollywood movies involving
teachers, coaches, and schools; asking students to consider media portrayals of teachers and other
members of the school community can provoke interesting insights.
 Have students identify the management needs for specific grade levels and situations.
 Ask students to describe or reflect in writing on discipline tactics they have experienced personally,
or currently are observing or have observed. Then have them describe the relationship of their
observations to theories studied in class, and list unanswered questions they might have.
 Encourage students to visit websites and read primary sources, especially books and journal articles
by authorities whose approaches of discipline are included in the text.
 Plan to meet with students individually during the term to discuss their progress in developing a
personal system of discipline.
 Consider using the Circle the Sage structure or Jigsaw for student presentations—see details that
follow. These approaches will involve students actively, help to manage the content and presentation
of the chapters, give students a teaching opportunity, and offer the instructor an additional assessment
opportunity.

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Circle the Sage
Depending on the number of students enrolled in the course, you may have students work independently or in
teams of two or three to synthesize an assigned chapter and prepare a one-page chapter overview. The overviews
may be created individually, or may be brainstormed together. You may encourage students to use non-verbal,
visual representations (icons and mind maps) rather than narratives or traditional outlines for the overviews. On
the presentation date, team members simultaneously present the overview to part of the class (one half or one
third of the class, who circle the sage). Listeners will receive from their sage a copy of the handout/overview (for
taking personal notes).
Suggestion: In the interest of time, presentations should be limited to no longer than 15 minutes. They should be
followed with instructor-lead discussion or a synthesis activity to reemphasize key points and have the class
process the content through reflection and application.
Additionally, the presentations and the written overviews can be part of the evaluation documentation for the
course. (This Circle the Sage is adapted from a Kagan structure.)
Jigsaw (This is one of several variations.)
Students are assigned in teams to study one discipline approach. They divide the approach into smaller segments
of information, and each team member becomes expert on a portion of the model. Working as a team, students
then organize and present their segments to other students until everyone in the class has the complete picture of
the approach.
This same method works with reading appropriate articles or other texts; you can follow these steps:
1. Decide how many readings you want to use for your number of students. For instance, if you have 20
students, you might choose four or five articles.
2. Put students in groups according to the number of articles you want covered.
3. Have students read their article and discuss the main points within their group.
4. When all groups have finished reading and discussing, regroup the students so that one person from each
of the original groups is included in the new groups. (For example, within each article group, have
students number off 1-4, then have them change groups so all the 1s are in one group, all the 2s are in
another group, and so forth.
5. Have each member of the group teach the others about the content of their reading. Encourage all
students to take notes.

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Chapter 1
The Teacher’s Role in Managing the Classroom
Activities:
1. Do a brainstorming carousel with some or all of the fundamental questions. Write each question
at the top of a poster-size sticky note; place the notes at various places in the room. Divide your
class into the same number of groups as you have posters. Give each group a different-colored
marker. Have each group go stand in front of one of the posters.
Tell students that you’re going to set the timer for two minutes, and the designated writer for their
group should jot words and questions that come to mind in response to the question on the poster.
(The writing should be relatively small but still visible, as all groups will contribute to each
poster’s contents.) After two minutes, have students rotate clockwise to the next poster, read what
the previous group wrote, and add their own ideas and questions. Repeat until all groups have had
time at all posters. (You may wish to allocate more time for the final few posters, since students
will have to read what others wrote and may need more time to come up with new additions.)
When all posters have been visited by all groups, have a gallery walk where students view the
information added to each poster after their initial ideas. Then debrief as a class. Retain posters to
revisit at the end of the course.
2. Most students have a few stand-out memories of the way their own K-12 teachers managed the
classroom. Processing these at the beginning of the first class can be helpful as it reduces
students’ needs to tell management-related stories later in the course. Ask students in small
groups to take turns describing the best teachers they ever had and the worst teachers they ever
had. (Although they can consider all teacher behaviors, ask them to be sure to consider
management effectiveness.) For the best teachers, what characteristics made that person such a
positive model in students’ lives? For the worst, what behaviors were problematic? Students
should make two lists as they discuss:
Characteristics Worth Emulating
Characteristics to Avoid
Once all students have had time to talk, ask each group to contribute to a master list of behaviors
that made teachers memorable in a positive way. Ask them to name the characteristics or
behaviors that teachers should strive to avoid when managing the classroom.
3. The National Education Association (NEA, 1975) stipulates professional and ethical provisions
for educators. In teams of three or four, discuss how professional teachers look, sound, and act in
following these standards. Are there behaviors that your students think should be added to the
code?
4. INTASC identifies ten outcomes related to teaching. In teams of two or three, analyze an
assigned outcome and lead a discussion with the class about its relevance to teaching and learning
in classrooms of today.
5. Do some roleplaying within your group. Practice the use of skills put forth by each of the experts
discussed in this chapter. How would each have teachers respond to the situations below?
a. Becky is dawdling as she gets her materials from her cubby or locker.
b. Felix mumbles under his breath and glares at you as you return graded papers.

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c. Marquis is slumped down in his desk, studiously avoiding his assigned classwork.
d. Tian and Jenae are distracting each other and the students around them during independent
work time.
e. Ahmed has his phone out during class.
6. Hold class discussion on one or more of the following topics:
 Ginott suggests that teachers who use congruent communication do not preach, moralize,
impose guilt, or demand promises. Yet almost everyone has had at least one teacher (and,
sadly, many of us have had more than one) who utilized these negative strategies regularly.
Discuss the factors that might account for the use of these ineffective strategies, and what you
might do if you (a) find yourself doing them, or (b) find yourself working with a colleague
who regularly exhibits them.
 Discuss what Covey means when he says Seek first to understand, then to be understood.
What in your experiences have you observed to support that highly successful people attempt
to understand their listeners before they try to make listeners understand them?
 Why should teachers resist the temptation to question students about their behavior? What
behaviors might a teacher use instead of asking “Why Questions”?
 What do you think Glasser means when he speaks of “befriending” students? What are the
parameters you would recommend for someone encountering this idea in Glasser’s writing?

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Chapter 2
Taking Student Diversity into Account in Classroom Management
Activities:
1. This chapter explicates the development of school-age students from ages 5 to 18. Consider how
one child’s life might “look” as he or she progresses through the developmental stages presented
here. For each stage of the child’s life, identify pertinent in-school behaviors he or she might
exhibit, particularly those that are likely to present challenges to classroom management.
Construct a visual or timeline to note these behaviors, and present your “story” to the class,
asking your peers to comment on the accuracy of your choices and the ways teachers should be
prepared to respond to student characteristics at each age.
2. This chapter explicates the development of school-age students from ages 5 to 18. Consider how
one child’s life might “look” as he or she progresses through the developmental stages presented
here. For each stage of the child’s life, identify pertinent in-school behaviors he or she might
exhibit, particularly those that are likely to present challenges to classroom management.
Construct a visual or timeline to note these behaviors, and present your “story” to the class,
asking your peers to comment on the accuracy of your choices and the ways teachers should be
prepared to respond to student characteristics at each age. Do additional research as needed.
3. Have students examine the list of student needs set forth by Dreikurs and Cassel, Glasser, and
Charles. In small groups, have students develop ideas about how a teacher might make sure the
classroom environment addresses one or more of the needs.
4. In teams of two or three, discuss the information about the values and behaviors typically
emphasized in schools in the Western world. Ask students to consider how they will meet the
needs and values of students whose individual circumstances and values do not necessarily align
with those of the school. What are the cautions associated with associating particular values and
behaviors with various sociocultural groups?
5. Assign (or allow selection of) one of the following considerations to small groups. Have students
plan how they will modify their curriculum and instruction to meet student experiences and needs
that differ from their own. Then have students share and discuss their ideas.
Time orientation Relations with others Noise level
Planning ahead Child-to-adult relations Clothing
Work ethic Adult-to-child relations Money
Opportunity Verbal learning Destiny and fate
Success Conversation Personal behavior
Speech and language Personal achievement and competition
6. Assign students a position in the debate between Payne and Gorski. (Assigning these rather than
letting students self-select will likely be more effective.) Have students do individual research

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about their assigned position. Then put students into groups of four, two who were assigned to
advocate for Payne’s work and two who were assigned to advocate for Gorski’s work. Have
students debate the issue in their small groups. Then ask each group to stop debating and discuss
their real individual feelings about the issue. Have each group give a one-sentence summary of
their overall reaction to the debate and the ideas of Payne and Gorski.
7. Have students visit the websites for various schools (within or across districts and/or states) and
for the state as a whole. Ask them to gather as much information as possible about school
performance, teacher pay and supplements, per pupil expenditure, geographic location (property
tax rates). Have students summarize the information and create a visual of it. Have students
compare information across schools/districts/states, then discuss their findings relative to the
work of Payne and Gorski.
8. Have students participate in a cultural experience that takes them out of their normal social
sphere. For instance, they could eat at an ethnic restaurant that is new to them, or they could
attend a religious service or cultural event. Have students report back about their experiences and
the feelings they had in the new situation. Hold a class discussion about how this activity is
relevant in light of the information communicated in this chapter.
9. Hold class discussion on one or more of the following topics:
 What are the dangers of making generalizations about groups of people based on their
cultural affiliation, language spoken at home, political or religious beliefs, socioeconomic
statuses, and so forth? How can teachers be culturally responsive without stepping into the
areas of stereotyping or overgeneralizing?
 Ask students to discuss behaviors they would expect to see from a teacher who is culturally
responsive. Create a master list, giving students the opportunity to voice support or objection
for each idea.
 This chapter briefly discussed students’ obligations to schools. In what ways do these
obligations affect the way teachers manage, teach, and evaluate the classroom?
 In what ways do accountability measures such as standardized testing affect management and
instruction?

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Chapter 3
Classroom Management Concepts and Terms
Activities:
1. Ask students to enter terms from the chapter into their journals under appropriate headings. Note
that as they move forward in the text, they will find that various experts use different terms to
describe the same basic ideas. Discuss the importance of making sure that all parties in a
discussion or program have clarified any terms they’re using that might overlap (for instance,
Marshall uses the term “specific rules” to reflect the same thing that the Wongs and others refer
to as “procedures”).
2. Have students discuss the 13 types of misbehavior. Which ones are mostly likely to “press their
buttons”? Which ones are they more likely to overlook? Relative to effective management, what
potential problems can each of these areas (hot button issues and areas of unconcern) present for
teachers?
3. Have students consider the causal conditions among students, peer groups, and instructional
settings that are associated with misbehavior. (Omit the section about conditions associated with
teachers and other school personnel.) Divide responsibility for the conditions among members of
the class; have students discuss the assigned conditions and develop at least two examples of
student behaviors that might result from that condition. Debrief with students, clarifying and
elaborating as needed. Relate the causal conditions to the idea of unmet needs.
4. Give each student a list of scenarios in which K-12 students are misbehaving. Have students work
individually to categorize behaviors according to potential causal conditions; when all students
have finished their individual work, have them compare their responses with a partner to identify
areas of agreement and disagreement. Have them discuss the significance of any disagreement:
what does it mean if two educators attribute an inappropriate behavior to different causal
conditions?
5. Have students observe in one of their college classes and try to identify instances where causal
conditions associated with inappropriate behavior are present (whether or not they result in
misbehavior). Have them also identify instances where the professor is working to counteract or
eliminate the causal conditions. Debrief in class without naming professors or courses.
6. Have students interview inservice teachers to ask about for advice about how to avoid the teacher
behaviors listed in the section about causal conditions that seem to reside in school personnel.
Ask them to bring their interview notes to class; make a master list of strategies and share with all
students.
7. Hold class discussion on one or more of the following topics:
 Is it helpful to categorize misbehavior into various areas? Why or why not?
 When teachers encounter parents or caregivers who display a sense of entitlement (perhaps
on behalf of their students), how should teachers react?
 What would lead a teacher to be authoritarian in their approach? What might lead to a
permissive attitude? How might either an authoritarian or a permissive teacher move to be
more balanced in their approach?

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Chapter 4
The Development of Classroom Management
Activities:
1. Have students research one of the experts whose work is NOT covered in a later chapter of the
text and present the information they have gleaned to the class. As each presentation occurs, have
students enter ideas and suggestions into their journals. Lead discussion to have students identify
ideas and suggestions with which they disagree, and provide an appraisal of the models in terms
of practicality and ease of implementation. Ask students to speculate on what sort of present-day
school environment(s) would be more or less compatible with a given approach.
2. Take the themes at the end of the chapter and put them on the board or screen. Under each theme,
have students list the names of the experts who would be in support of that theme.
3. Hold class discussion on one or more of the following topics:
 What do you think about Redl and Wattenberg’s depiction of group behavior? How does it
correspond to what you have observed? What roles have you seen students and teachers
enacting? What were the results?
 Kounin says that good lesson management is more powerful in affecting student behavior
than any other discipline technique. To what extent do you think he might be right?
 Some critics say Ginott’s suggestions are out of touch with the realities of today’s
classrooms, and that students will scoff at teachers who act as Ginott suggests. What is your
opinion?
 What is your understanding of the Canters’ explanation of student and teacher “rights” in the
classroom? To what extent does their concept of classroom rights seem to you to be a
valuable one for teachers? Are there other rights that students or teachers have?
 Coloroso seems to describe a philosophical view of philosophy of discipline that is
humanistic and focused on preserving dignity and a sense of self-worth. To what extent are
her ideas helpful to you in articulating your own thoughts regarding discipline?
 Kohn believes that many teachers punish with rewards. What does he mean by this? How can
teachers respond differently to student choices and behavior?
 Give concrete examples of the builders and barriers that Nelsen and Lott identify, and reasons
why they help or hinder relationships.
 How could Glasser’s list of seven connecting habits be combined with Nelsen and Lott’s
relationship builders so teachers would experience stronger personal influence over their
students, but in particular, over students who are difficult to manage?

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Chapter 5
Insisting on Compliance: Ronald Morrish’s Real Discipline
Activities:
1. In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. They
should indicate how Morrish would have them deal with the situations depicted and present their
conclusions to the class for discussion and debriefing.
2. Individually or in small teams, have students review You Are the Teacher and indicate how they
would apply Morrish’s ideas to the situation. Have them role play the parts of teacher and student.
3. In small grade-level teams (elementary, middle, and high school), have students outline a script of
the process they would follow when teaching their students about Real Discipline. Have each
group share their outlines; ask the other students to provide feedback on what they think will and
won’t work well in the plan.
4. Hold class discussion on one or more of the following topics:
 What is your appraisal, overall, of Morrish’s model of classroom management? What are its
strengths and weaknesses? Would it work best in a particular type of school or at particular
grade levels?
 According to Morrish, the blame for the ever-growing problem of discipline in schools rests
at least in part on popular discipline theories, which he believes have gone to excess in
allowing students to make choices concerning how they will conduct themselves in school.
What are your thoughts about Morrish’s ideas?
 Morrish suggests tactics to have respect for authority, train compliance, and manage student
choice. Why do you agree or disagree with his suggestions?
 Discuss how you will inform administrators, students, and caregivers about this approach to
discipline.

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Chapter 6
Taking Charge in the Classroom: Craig Seganti
Activities:
1. In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. They
should indicate how Morrish would have them deal with the situations depicted and present their
conclusions to the class for discussion and debriefing.
2. Individually or in small teams, have students review You Are the Teacher and indicate how they
would apply Morrish’s ideas to the situation. Have them role play the parts of teacher and student.
3. Assign individuals or groups one of the rules/areas for rules listed in the chapter. In teams,
demonstrate how you would teach, model, and role play the rule to elementary students, middle
school students, and high school students.
4. Have students do online research to find websites of teachers who use Seganti’s approach. They
should record whatever pertinent information they can find about school location and
demographics, and any other information that provides further explication of Seganti’s model in
action.
5. Have students investigate the research about exclusion as a disciplinary tactic. Have them present
their findings to the class.
6. Hold class discussion on one or more of the following topics:
 What is your appraisal, overall, of Seganti’s model of classroom management? What are its
strengths and weaknesses? Would it work best in a particular type of school or at particular
grade levels?
 Seganti identifies four messages for teachers to convey to students and four operating
principles for teachers to follow. How do these messages help teachers who create classrooms
following Seganti’s ideas and improve their ability to work with students?
 Some teachers would argue consequences should be logical, related, reasonable, and
respectful. They also might argue that copying rules is a punishment that reinforces negative
thoughts about writing. In light of these concerns, why do you agree or disagree with
Seganti’s approach?
 Detention is a required and important element of Seganti’s plan. Would this strategy work in
the schools in your areas? If not, what methods would you use to accomplish the same
purpose?
 What do you think parents would think of Seganti’s methods? In what ways would school
demographics affect the success or failure of Seganti’s approach?

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Chapter 7
Getting Off to a Good Start:
Harry and Rosemary Wong on Preventing Management Problems
Activities:
1. In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. They
should indicate how the Wongs would have them deal with the situations depicted and present
their conclusions to the class for discussion and debriefing.
2. Individually or in small teams, have students review You Are the Teacher and indicate how they
would apply the Wongs’ ideas to the situation. Have them role play the parts of teacher and
student.
3. Have students note examples of procedures they have seen in either their college classrooms or in
during their observations/field experiences in K-12 schools.
4. Have students work in groups to select one procedure and develop a plan for teaching it to
students at a grade level of their choice.
5. In small grade-level teams (elementary, middle, and high school), develop a First Day of School
Action Plan that considers the eight areas of concern identified by Sarah Jondahl. How would you
present your plan to your students, to caregivers, to other teachers, and to administrators?
6. In small teams, discuss the ideas presented by the Wongs about school, teaching, classrooms and
procedures, discipline, and testing and evaluation. In what ways will these ideas be of help to
beginning (and veteran) teachers?
7. Hold class discussion on one or more of the following topics:
 What is your appraisal, overall, of the Wongs’ model of classroom management? What are its
strengths and weaknesses? Would it work best in a particular type of school or at particular
grade levels?
 Folk wisdom in teaching suggests the old adage, “Don’t smile until Christmas.” What do you
think the Wongs would say in response to this recommendation?

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Chapter 8
Time Use in Classrooms: How Fred Jones Helps Students Stay Focused and On Task
Activities:
1. In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. They
should indicate how Jones would have them deal with the situations depicted and present their
conclusions to the class for discussion and debriefing.
2. Individually or in small teams, have students review You Are the Teacher and indicate how they
would apply Jones’s ideas to the situation. Have them role play the parts of teacher and student.
3. Review Jones’s thoughts about room arrangement and class routines. In small grade-level teams,
apply Jones’s ideas to design a floor plan/room arrangement, and outline daily routines that will
allow teacher and students success.
4. Review Jones’s comments regarding meaning business, nonverbal communication, and body
language. In small teams, take turns role playing teachers who show they mean business by using
nonverbal communication and effective body language to manage student behavior.
5. Have students delve into the research on rewards and punishment and share their findings with
the class. Consider identifying articles and conducting a jigsaw activity.
6. Hold a class discussion on one or more of the following topics:
 What is your appraisal, overall, of Jones’s model of classroom management? What are its
strengths and weaknesses? Would it work best in a particular type of school or at particular
grade levels?
 Jones’s suggestions concerning body language are said to be nothing new, that they always
have been used by good teachers. Why do you agree or disagree?
 Critics of Jones’s incentive systems do not like the idea of “bribing” students to work and
behave well, which they are supposed to do anyway. (This same complaint is made about
behavior modification.) Why might a teacher consider using incentives—PAT—as he
suggests? What do you think about the use of rewards as a management tactic?
 In your observations, how much time do teachers seem to spend helping individual students?
Jones claims that many students act helpless because they want personal attention. How
would you give students the attention they want without wasting instructional time?
 The Wongs and Jones stress the importance of practice. How can teachers reconcile the time
they give initially to teaching and practicing routines rather than to teaching academic
content?

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Chapter 9
The Power of Positive Choice: William Glasser on Quality Learning
Activities:
1. In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. They
should indicate how Glasser would have them deal with the situations depicted and present their
conclusions to the class for discussion and debriefing.
2. Individually or in small teams, have students review You Are the Teacher and indicate how they
would apply Glasser’s ideas to the situation. Have them role play the parts of teacher and student.
3. Select (or be assigned) one of the seven deadly habits or one of the seven connecting habits. In
partners or small teams, put into words the meaning of your habit and create examples of what
teachers might say or do when they use the habit. Share with the class.
4. Assign small groups one of the basic student needs described in the chapter. Have students
analyze the basic need and describe how it can be satisfied by teachers in terms of management,
curriculum, instruction, and assessment. Have students consider how the need and teacher
responses may be different across grades (elementary, middle, and high school).
5. Visit the William Glasser Institute website (http://wglasser.com/) with your students. Explore the
information and resources there, including quality school and quality teacher descriptions,
rubrics, etc.
6. Hold class discussion on one or more of the following topics:
 What is your appraisal, overall, of Glasser’s model of classroom management? What are its
strengths and weaknesses? Would it work best in a particular type of school or at particular
grade levels?
 In what ways are the later ideas of Glasser applicable to the realities of today’s schools and
students?
 Over time, Glasser’s ideas evolved from Control Theory to Choice Theory and quality
schools, teaching, and curriculum. What can schools and teachers do to meet the basic needs
of today’s elementary students? Middle school students? High school students?
 Contrast Glasser’s thinking about involving students in management decisions with the ideas
of Morrish and Seganti.
 In your own experience and observations, what kind of teachers did you have, and what kinds
of teachers are you seeing—boss teachers or lead teachers? In teams of two or three, describe
their actions that make you so categorize them, and describe how successful you perceive
them to be in this style.

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Chapter 10
Fostering Responsible Behavior: Marvin Marshall on Motivation and Student Choice
Activities:
1. In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. They
should indicate how Marshall would have them deal with the situations depicted and present their
conclusions to the class for discussion and debriefing.
2. Individually or in small teams, have students review You Are the Teacher and indicate how they
would apply Marshall’s ideas to the situation. Have them role play the parts of teacher and
student.
3. Marshall suggests 25 tactics to assist internal motivation of students. With the members of their
group, have students evaluate each of his suggestions and speak to how a teacher might utilize it;
they should also discuss what challenge(s) each presents.
4. Have students seek other research about student motivation and bring it back to the course. Have
each student (or group) report on their research results and evaluate their alignment with
Marshall’s ideas.
5. Have students observe in their college classes or in their field experience settings to see how
teachers use non-verbal communication to intervene in misbehavior. Have them report on their
observations in class. How effective were the tactics?
6. Give your students a set of scenarios reflecting in-class misbehavior. For each example, have
students develop two guided choices they could give the student to address the behavior.
7. In grade-level teams (elementary, middle, and high school), brainstorm a list of external
motivators that your students may have. Then brainstorm a list of internal motivators and ways to
help students find value and internalize these.
8. Hold class discussion on one or more of the following topics:
 What is your appraisal, overall, of Marshall’s model of classroom management? What are its
strengths and weaknesses? Would it work best in a particular type of school or at particular
grade levels?
 Discuss how you will inform administrators, students, and caregivers about the six steps of
intervention when misbehavior occurs.
 Compare Marshall’s work to that of the other experts you have studied so far. Where are the
commonalities? Where are the differences?
 How will you address the fact that in students’ lives outside school, they see so many
examples of people who are functioning at the first two levels of the hierarchy? What
guidance will you give them about why they should strive for Level D behavior (or at least
Level C) outside of the classroom?

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Chapter 11
Working on the Same Side with Students: Spencer Kagan’s Win-Win Discipline
Activities:
1. In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. They
should indicate how Kagan would have them deal with the situations depicted and present their
conclusions to the class for discussion and debriefing.
2. Individually or in small teams, have students review You Are the Teacher and indicate how they
would apply Kagan’s ideas to the situation. Have them role play the parts of teacher and student.
3. Have students brainstorm life skills that are supported by Win-Win Discipline. In grade-level
teams they should discuss how these can be practiced by students. Debrief by sharing action
plans.
4. Assign students to read articles located on the Kagan website.
(https://www.kaganonline.com/free_articles/) Have them share and critique one another’s
findings. Further, have them examine the materials available for teacher use; if you’re willing,
purchase one or more of the resources (they’re inexpensive) and allow students to critique them
for utility and quality.
5. Hold class discussion on one or more of the following topics:
 What is your appraisal, overall, of Kagan’s model of classroom management? What are its
strengths and weaknesses? Would it work best in a particular type of school or at particular
grade levels?
 Kagan refers to Three Pillars as the philosophical underpinning for Win-Win Discipline. How
can teachers genuinely show students that they are on the same side and working together to
help the students solve problems and find more appropriate behavior choices?
 Sometimes classes disrupt as a group. Kagan says that almost all disruptions can be
categorized into ABCD. First brainstorm specific student behaviors that you have observed in
classrooms. Then classify the behaviors into ABCD. Generally, what does each of the four
types of disruptive behavior look, sound, and feel like? What can teachers do to minimize
whole class disruptive patterns?
 Kagan calls curriculum, instruction, and the teacher The Big Three, and says these are the
primary elements that help teachers prevent behavior problems. Why do you agree or
disagree with this statement?

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Chapter 12
School-Wide Positive Behavior Supports:
A Data-Driven, Evidence-Based Approach to Whole-School Behavioral Management
Activities:
1. In teams of four or five, have students analyze cases 2, 3, and 4 at the end of the chapter. They
should indicate how teachers in a PBIS model would deal with the situations depicted and present
their conclusions to the class for discussion and debriefing.
2. Individually or in small teams, have students review You Are the Teacher and indicate how they
would apply PBIS principles to the situation. Have them role play the parts of teacher and
student.
3. Assign pairs of students to explore the PBIS website (http://www.pbis.org/). Have them
investigate the PBIS information about any one of the topics that would be of interest and
relevance. Example topics are:
 Prevention of bullying
 Family/caregiver engagement
 Research into each Tier’s supports
 PBIS and equity
 PBIS and the law
4. Have students research and review
 website information posted by schools using the PBIS framework.
 behavior support plans.
 lesson plans used to teach appropriate social skills at varying grade levels.
 behavioral baseline and outcome data for actual schools
 professional development and training for PBIS implementation
 evidence-based interventions used at various levels of the model
5. Hold class discussion on one or more of the following topics:
 What is your appraisal, overall, of the PBIS model of schoolwide management? What are its
strengths and weaknesses? Would it work best in a particular type of school or at particular
grade levels?
 What considerations would a PBIS school need to make to be able to implement the system
with fidelity? What parts would likely be easiest to put in place? What are the most likely
issues that will arise?
 Where in the PBIS model do you see elements of the other models we’ve covered? What
would each of the individual experts studied in previous chapters be likely to
approve/disapprove of in the PBIS model?
 How could staff members in a PBIS school ensure that no student is designated as such a
problem that the student feels ganged up on?
 How could a teacher in a PBIS school retain a feeling of autonomy when many aspects of the
management system are settled upon by others?

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Chapter 13
Classroom Management for Students with Learning and Behavioral Challenges
Activities:
1. Have students select (or assign to them) one of the disabilities described in the chapter. In teams
of two or three, have students plan how they might modify their curriculum and instruction to
meet needs of students who are diagnosed or show the characteristics of the behavior. Have ideas
presented in class.
2. There are many videos online that provide windows into how teachers accommodate students
with learning differences and help them achieve success. Have students locate an appropriate
video showing a teacher interacting with students and exhibiting management strategies. Spend a
class period watching the videos and having students identify strengths and weaknesses in each
one, paying particular attention to strategies teachers use to manage behavior.
3. Have students work in teams to write a grade-level appropriate script about how they would
explain why one student in their class is held to different behavioral standards than the rest of the
class.
4. Have students work in teams to answer this question: If a student in your class were
demonstrating indicators associated with one of the disabilities described in this chapter, what
would you do? List the actions you would take; put in order as to what you’d do first, next, etc.
5. Hold class discussion on one or more of the following topics:
 The reality of public schools is that teachers are virtually guaranteed to have some students
who have special learning or behavioral needs. This model presents both challenges and
opportunities for all members of the educational community. What are the advantages (to
teacher, students, caregivers, etc.) of inclusive practice? What are the disadvantages to each
group? How will you, as teachers, work to balance the challenges and opportunities provided
by the inclusion of students with special needs in your class?
 Now that students know more about some categories of disability or learning/behavioral
difference, have them discuss what teacher characteristics are likely to benefit all students,
not just those with behavioral/learning differences.

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Chapter 14
Striving for Personal Excellence in Classroom Management
Activities:
1. Give your students a copy of the fundamental questions with space for writing. Have individuals
answer the questions as fully as they can in writing. When students are finished (it may take a
while), pair them up by grade level and have them share their plans with one another. As they
share, they should identify areas of agreement in the ways they answered each question. How do
teachers “bridge the gap” between conflicting ideas when designing their own discipline plan?
Next, get out the large posters/sticky notes that students created when they were first presented
with the fundamental questions in Chapter 1. Have students compare their new responses to the
old ones and reflect on the growth that is evidenced by the depth and quality of their answers.
2. Ask students to consider whether there are other questions that they might need to ponder as they
plan and implement their discipline system. What resources might they use to answer those
questions?
3. Have students work in pairs and spend class time designing a fictitious school setting. They
should include the school’s name, grade levels served, size, location, and demographics. They
should then create one fictitious class of students that might be found in that school. For this
class, they should identify the grade level and subject area, number of students, languages spoken
at home, cultural group affiliations, and disabilities represented.
When all groups are finished, they should trade “schools” with another group and consider the
fundamental questions as though they were the teacher of that particular class in that particular
school. What aspects of their original responses to the questions (see #1 above) would they need
to alter, if any, to meet the needs of students in their particular setting?
4. Have the students interview a classroom teacher to ask about their responses to the fundamental
questions. Then ask the student to discuss similarities and differences between their own
responses and the views/decisions/responses of that teacher.
5. Hold a class discussion on one or more of the following topics:
 In their clinical/field experiences or observations, what evidence have they seen that informs
them as to how their cooperating teacher would likely answer the fundamental questions?
 Ask students which fundamental questions they are most confident in their abilities to
implement. Then ask which ones they understand but feel they might struggle with as they
implement their management system. If time allows, divide into groups based on the number
of the question(s) about which there are concerns, and have students discuss ways they might
increase their comfort levels with the implementation of these ideas.
 Have students consider the growth in their knowledge of classroom management and the
various models that have been presented. With which aspects of the material presented were
they already familiar prior to undertaking the study of this book? What areas were completely
new to them? In what places do they feel they have extensively refined their knowledge?

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Instructor’s Manual and Test Bank
For
Building Classroom Management:
Methods and Models
12th Edition
C.M. Charles, Emeritus, San Diego State University
Prepared by
Karen Cole, University of North Carolina - Asheville
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo

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ii
______________________________________________________________________________
Copyright © 2019, 2014, 2011 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United
States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior
to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the
appropriate contacts within the Pearson Education Global Rights & Permissions Department, please
visit www.pearsoned.com/permissions/.
Instructors of classes using Building Classroom Management: Methods and Models, 12e, by C.M. Charles, may
reproduce material from the Instructor’s Resource Manual and Test Bank for classroom use.
10 9 8 7 6 5 4 3 2 1 ISBN-10: 0134448421
ISBN-13: 9780134448428
www.pearsonhighered.com

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17
Chapter 1
The Teacher’s Role in Managing the Classroom
Note to faculty: One way to reduce the odds that students will get the T/F answers correct by
guessing, have them rewrite any false statement to make it true, making sure their response
demonstrates understanding of the concept covered by the question. If you choose to use this option,
leave some additional space between all questions; also make clear that simply inserting the word
“not” is unacceptable.
Sometimes more than one approach to the rewrite is possible, as in the example below.
T/F Item: A typical class rule is that students should write their name and the date on all papers.
Student Response: False
Acceptable Written Corrections:
 A typical class rule is “Speak at appropriate times in appropriate voices.”
 A typical class procedure is having students write their names and the date on all papers.
True or False. Read each statement. If the statement is accurate, designate it as True. If the statement is
inaccurate, designate it as False.
1. In the early development of American classroom management, classroom teachers approached
student behavior from an authoritarian “my way or the highway” perspective.
2. Coercive discipline is generally effective at bringing about lasting behavior change.
3. Because of legal rulings about students’ rights, using coercive discipline is prohibited in U.S.
Schools.
4. When a student behaves inappropriately, an effective classroom manager analyzes both the behavior
and its root cause(s).
5. Classroom management is a form of teaching.
6. Teachers’ classroom management styles are highly varied.
7. Most students behave appropriately most of the time.
8. A highly effective teacher will not have management or disciplinary issues.
9. Teachers who plan and deliver creative, interesting lessons will find that students naturally behave
appropriately because they find the content and activities motivating.
10. Students who internalize appropriate behaviors are, generally speaking, more likely to realize their
potential than students who don’t.
11. Most students know how to behave appropriately because they have been taught those skills at home.
12. A teacher’s management style develops over time.
13. Misbehavior often reflects an unmet student need.

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14. Providing a face, civil, productive learning environment is one of the major goals a teacher should
have when developing a classroom management system.
15. Mr. Mendez notices that Kylar is off task and says to the class, “Kylar must think he already knows
everything about our topic today.” This is an effective management tactic.
16. A teacher’s behavior provides students with information about how adults manage their
responsibilities and interpersonal relationships.
17. Putting students in competition with one another is an effective management strategy.
18. Regardless of their ages, students should have opportunities to practice exercising choice, freedom,
and responsibility.
19. Due diligence refers to keeping detailed records of student behavior and growth.
20. A student says, “You have no right to tell me what to do! You’re not my parent.” His statement is
accurate.
21. A free and appropriate education is guaranteed in the U.S. Constitution.
22. Teachers have complete autonomy to make management decisions.
23. Expectations of other people will shape a teacher’s management system.
24. The definition of “immoral activities” varies among schools, districts, and states.
25. The federal government established the Code of Ethics adhered to by teachers.
26. Miss Lacey knows that Edwin’s father is known as a strict disciplinarian. One day, she sees that
Edwin has what look like burn marks on his arms. When she asks about them, he says, “Err…uh…it’s
just…a rash.” Miss Lacey should report her suspicion that Edwin may be the victim of abuse.
27. Mr. Jolley’s students are very well-behaved and rarely disrupt class or fail to meet his expectations.
Because they’re so trustworthy, Mr. Jolley feels comfortable leaving them working independently in
the classroom while he goes to the library to pick up a book that is being held for him. This is an
effective decision.
28. Teachers must think continuously about how, when, and where they interact with their students.
29. Being able to see multiple perspectives is a helpful skill in classroom management.
30. Ms. Hayes receives a card at the end of the year from Lexie’s parents, offering her the use of their
beach house for a week as a thank-you for her work with their daughter. Ms. Hayes gratefully
accepts. Her decision is in line with the stipulations of the NEA Code of Ethics.
31. The INTASC Standards describe teacher behaviors that correlate with highly effective teaching.
32. A teacher who says, “Dawn, I know it’s tempting to stare out the window instead of working on this
next set of problems, but you know, it’s really important for you to keep working on the assignment”
is using laconic language.

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33. Teachers should generally avoid asking students to explain why they are behaving in a particular way.
34. When Stephen Covey describes frames of reference, he’s really talking about perspective-taking.
35. Glasser advocates that teachers carefully consider which external controls will work most effectively
with students.
36. When she notices that Trey and Kyra are laughing together during the video they’re watching, Mrs.
Flanders goes and stands silently behind their desks. Fred Jones would agree that this is an effective
management tactic.
37. Classroom management is influenced by factors beyond the classroom.
38. A teacher who says, “I don’t consider societal issues or student backgrounds in my classroom,
because I treat all students the same” is making an effective management decision.
39. Ms. Giordano moves from North Carolina to Virginia. She should be prepared for some changes in
the expectations of state and local education agencies.
40. Teachers should come to terms with the idea that a management system that works with this year’s
students may be less than fully effective with their next class of students.
Multiple Choice. Choose the letter of the best answer.
1. All of the following were discussed in the chapter as obligations teachers owe their students
EXCEPT:
a) giving multiple warnings to students before administering a consequence.
b) being sensitive to students’ personalities and individual needs.
c) making learning interesting and meaningful.
d) teaching students how to behave and helping them strive for excellence.
2. When the teacher is out of the room making copies, LeeAnn and Elizabeth get into a physical
altercation. In this case, the teacher:
a) should not be held responsible, as he was not in the classroom when the disagreement occurred.
b) is likely to be charged with in loco parentis.
c) could not have anticipated the situation, so shouldn’t be reprimanded.
d) would likely be guilty of breach of duty.
3. Ethical teacher behavior includes all of the following EXCEPT:
a) treating students and colleagues fairly.
b) being honest in all school interactions.
c) being kind to all members of the school community.
d) attempting to please students in all instances.
4. Stephen Covey says when you exchange views with another person you first should:
a) state your opinion clearly.
b) try to understand the other’s opinion.
c) discuss a “calmer” topic such as the weather.
d) don’t give opinions at all.

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5. Covey refers to the kind of listening he advocates as:
a) congruent listening.
b) perceptive listening.
c) empathic listening.
d) frame of reference listening.
6. According to Ginott, teachers at their best do not:
a) confer dignity.
b) ask students to explain why they misbehaved.
c) address situations directly.
d) use I-messages.
7. All of the following belong on William Glasser’s list of connecting habits EXCEPT:
a) rewarding.
b) contributing.
c) trusting.
d) befriending.
8. Fred Jones’s work primarily addresses the classroom teacher’s use of:
a) relaxation techniques.
b) tangible rewards.
c) body language.
d) rigorous consequences.
9. The first consideration in developing a personalized approach to discipline is to ask yourself:
a) “How can I use my charisma to influence students?”
b) “What do I believe about discipline?”
c) “How will I reduce the chances that students will misbehave in my class?
d) “What will I do if a student refuses to do what I ask of him?”
10. Glasser’s view on using external controls on students is that teachers should:
a) use them for rules only.
b) use them judiciously.
c) explain to students why you use them.
d) not use them.
11. Students whose sense of dignity has been damaged can be helped by making learning attractive and
ensuring they experience genuine:
a) success.
b) affection.
c) prestige.
d) correction.
12. As a factor that brings stress to teachers, how does classroom misbehavior rate?
a) low
b) moderate
c) high
d) inconsequential
13. Student misbehavior is best defined as that which is:
a) disruptive.

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b) ill-mannered.
c) inappropriate for the setting.
d) bad-intended.
14. This chapter implies that the single most effective discipline tactic is:
a) enforcing class rules.
b) talking with students individually.
c) calling students’ parents.
d) dealing with causes of misbehavior.
15. Of the following, which usually appeals most to students?
a) teacher charisma.
b) a clear-cut discipline program.
c) a highly organized class.
d) high school-wide standards of behavior.
16. Ten desirable outcomes of teacher education have been set forth by:
a) the Praxis tests.
b) the National Education Association.
c) INTASC.
d) Haim Ginott
17. Due diligence is most closely related to:
a) teacher professionalism.
b) teacher recruitment.
c) teacher education.
d) teacher job retention.
18. About which of the following should you be most cautious?
a) touching students.
b) winking at students.
c) smiling at students.
d) pointing at students.
19. Teacher professionalism stresses:
a) universal law.
b) pledging allegiance.
c) displaying ethical conduct.
d) becoming close friends with students.
20. The term in loco parentis refers to:
a) neighborhoods where parents live.
b) dysfunctional parents.
c) parents who have lost touch with reality.
d) acting like responsible parents would.
21. Being in charge of students legally requires:
a) high professionalism.
b) due diligence.
c) identification of problem areas.
d) close cooperation with parents.

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22. The NEA Code of Ethics condemns all but which of the following?
a) failing to promote student learning.
b) misrepresenting one’s qualifications.
c) discriminating against students.
d) dressing in an unprofessional manner.
23. Teachers who naturally seem to respond disrespectfully or unkindly to students probably are doing so
because of:
a) failed due diligence.
b) absence of “loco parentis”.
c) poor habits.
d) reverse psychology.
24. This chapter suggests that the easiest way to deal with misbehavior is to:
a) work to prevent it.
b) establish firm standards.
c) prevent its occurrence.
d) learn better discipline tactics.
25. A first step in becoming able to promote proper behavior is considering:
a) one’s own best and worst teachers.
b) one’s personal beliefs about classroom management.
c) whether one wants to be the students’ friend or not.
d) what problems and challenges the students experience in their home lives.
Constructed Response.
1. Stephen R. Covey (empathetic listening), Haim Ginott (congruent communication) and William
Glasser (connecting habits) all wrote about how people can communicate or relate more effectively
with each other,
a. Select two of the three (Covey, Ginott, Glasser). Explain the similarities and differences between
their two approaches.
b. Indicate which of the two you selected seems to be most valuable to your thinking and explain
why, with examples.
2. Explain the meaning, purpose, and importance of professionalism in teaching.
3. Explain factors that may affect the decisions a teacher makes about their classroom management
system.
4. Discuss the main objectives of a classroom management system and describe two teacher
actions/behaviors that help accomplish these objectives.
5. You become aware that several members of your class are picking on Trina – teasing her, excluding
her from the group, and breaking the class rule about treating others with respect. Using information
gleaned from this chapter, answer these two questions:
 What teacher behaviors are likely to be helpful in diffusing this situation?
 What might your goals be for moving forward once the initial situation has been resolved?

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