Class Management-Chapter 5

Morrish suggests that teachers should recognize events that lead to problems and then find ways to:

• Increase compliance.

• prevent inappropriate behavior.

• Allow student choices.

• deliver consequences.

Once you have taught your lesson and made sure students understand the directions for their independent classwork, Morrish would have you:

• Return to your desk and grade papers, allowing students to demonstrate independence.

• Let students choose where in the classroom they want to complete the work.

• Pull a small group together and give them a mini-lesson.

• Circulate through the room, monitoring students’ work and behavior.

According to Morrish, proactive teachers:

• tell students what to do.

• use follow up strategies for long-term solutions.

• anticipate and prevent problems.

• respond to problems as they arise.

When building relationships with students and attending to misbehavior, Morrish would suggest that teachers:

• back away from discipline.

• quickly correct student and then move on.

• consider students’ out-of-school struggles.

• focus on the consequences of behavior.

Which of the following is, according to Moorish, best described as a non-thinking activity?

• limit setting.

• communicating effectively.

• choice management.

• compliance.

The primary goal of Morrish’s Real Discipline is to help students:

• avoid bottom lines.

• avoid do-overs.

• comply with authority.

• act properly even when the teacher is not present.

All of the following are integral to Morrish’s compliance training except:

• focusing on prevention.

• showing what you mean with artifacts.

• providing training.

• giving quality instruction.

According to Morrish, students make appropriate choices because

• they possess discernment.

• they engage in trial and error.

• they see many examples in the media.

• they are taught to do so.

Which of the following practices is least relevant to class management in Morrish’s estimation?

• minimizing disruptions.

• student-made rules of behavior.

• establishing a functional learning environment.

• keeping students on task.

Morrish’s “magical ingredient” for facilitating student compliance is

• punishment.

• parent support.

• compromise.

• rapport.