LAC Session 1: Classroom Management and Values Integration

Which of the following best reflects the highest stage in Kohlberg’s model?

• Doing one’s duty regardless of fairness

• Obeying to avoid punishment

• Following self-chosen ethical principles of justice

• Considering what pleases others

A teacher notices that most misbehaviors occur during group transitions. What preventive strategy could be creatively implemented?

• Assign student roles and use a timer to keep activities focused

• Extend lecture time to avoid group interaction

• Punish all off-task students

• Keep students seated for the entire period

A student shares answers with classmates without permission. Which response best shows Level 2, Stage 3 of Kohlberg’s theory?

• "I follow rules because I fear punishment."

• "I help others because I want to be seen as a good person."

• "Rules are made to be questioned."

• "It’s okay if it benefits me."

Create a method that enables early finishers to remain engaged while the rest of the class is working.

• Ignore them so they learn patience

• Punish them for finishing early

• Offer optional enrichment activities or peer help opportunities

• Ask them to redo the same task

Design a simple hand-signal system for students to use during discussions to limit interruptions. What would it look like?

• Shouting out thoughts anytime

• Standing up when confused

• Writing notes and passing them

• Raised open palm for questions, two fingers for comments

During group work, how can a teacher encourage equal participation using creative techniques?

• Assign a single spokesperson

• Use popsicle sticks to randomly call on group member

• Let dominant students lead freely

• Grade only the group leader

A student asks why they must follow a rule they believe is unfair. Which stage of Kohlberg’s moral development are they likely in?

• Stage 1: Obedience and punishment

• Stage 2: Self-interest

• Stage 3: Interpersonal accord

• Stage 5: Social contract orientation

What’s a creative way to maintain student accountability during discussions?

• Only call on volunteers

• Let students self-facilitate and compare answers

• Ban group discussions

• Have a rotating teacher observer

If a teacher modifies group roles to improve inclusiveness based on students' strengths and interests, this demonstrates:

• Adapted preventive discipline

• Punitive discipline

• Strict behaviorism

• Passive supervision

Draft a 2-step intervention teachers can use when a student is about to cause disruption during an activity.

• Yell to assert authority

• Ignore and continue

• Make eye contact and offer a respectful reminder of expectations

• Immediately send them out