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Are concepts presented to students in ways they can absorb and understand? Using the same format or activity structures day after day (too much lectur- ing, too many worksheets, low-level questioning, or something else) may also induce boredom and acting-out behavior in some classes. Consult Chapter 20, “Differentiated Instruction,” which highlights variables that can be […]

Are all students within your visual range most of the time? Are the space and furniture arrangements conducive to all students seeing the board and having adequate private or quiet time for working indepen- dently? Are all students within your visual range most of the time? (See Chapter 7, “Space.”) Place Your Order Here!

Do you use strategies that will keep students alert and on their toes throughout a learning experience? Before you begin instruction, do you ensure that students are focused and attending? Do you use strategies that will keep students alert and on their toes throughout a learning experience? When students resist or are unfo- cused, do

do you ensure that students are focused and attending? Before you begin instruction, do you ensure that students are focused and attending? Do you use strategies that will keep students alert and on their toes throughout a learning experience? When students resist or are unfo- cused, do you draw on a wide range of moves

what and how students are doing when they are working independently? Have you anticipated potential downtime, delays, and distractions, and planned in advance for them? Are you periodically monitoring what and how students are doing when they are working independently? (See Chap- ter 6, “Momentum.”) Place Your Order Here!

Have you anticipated potential downtime, delays, and distractions, and planned in advance for them? Have you anticipated potential downtime, delays, and distractions, and planned in advance for them? Are you periodically monitoring what and how students are doing when they are working independently? (See Chap- ter 6, “Momentum.”) Place Your Order Here!

TWELVE CAUSES OF DISRUPTIVE OR INATTENTIVE BEHAVIOR All behavior has an origin or cause, and there are at least 12 causes of disrup- tive or inattentive behavior in classrooms (Table 10.1). We’ll take a quick look at these causes and then examine a few of them in depth. The reason for doing this analysis is

What do I have to do to get students to apply themselves to their work and stop fooling around and being disruptive? “What do I have to do to get students to apply themselves to their work and stop fooling around and being disruptive?” That is the bottom-line question of Discipline. Many teachers spend a

Routines Encompass a Variety of Classroom Procedures: p Housekeeping p Safety and operational features of class business p Work habits and work procedures p Developing social or personal skills p Academics How Procedures Become Routines: p Modeling procedures for students to see exactly what it looks like in action. p Practicing until the procedure is

ORGANIZED CLASSROOMS ARE EASY TO RECOGNIZE Routines and procedures are established so that the classroom seems to run au- tomatically. Students know exactly what to do and when to do it (Stronge, 2002, p. 28). When classroom procedures are poorly thought out—or not thought out at all—the results are seen in disorganization, poor momentum, and