Chapter 12 – Classroom Management and Motivation

235  About the introductory conversations.... What do you think of these? Which teacher is most like you? Is that good?

237  Three questions that guide classroom management
            What should students be expected to do?
            What should happen when they do it?
            What should happen when they don’t do it?
        -The best music classes can typically be traced back to good planning.
        -Importance of understanding expectations.
            Set standards early in the school year.

238  Clear expectations – consistent responses
        -Breaking point 12.1 – small group discussions

239  Positive responses: likelihood of appropriate behavior occurring more frequently
        -Negative responses reduce inappropriate behavior, but….
   not help student learn appropriate behavior.

240  Not motivator / always motivated
        -What is the conundrum? Common misconceptions?
        -What are the consequences of misusing the notion of motivation?

241  Discuss Intrinsic and extrinsic motivation - give examples

245  Discipline is not the same as punishment ! “...a truly disciplined group is one in which members understand shared goals, know the expectations placed on them, and understand and accept a predictable set of contingencies.”

247  Personal and emotional involvement: “If a teacher responds personally and emotionally to inappropriate behavior, there is a danger of overstepping the boundaries to which educators are confined by propriety and by law.”
            What are the implications of this?
            What are the limits for students, for teachers?

248  Student-Directed or Teacher-Directed - explain

149  What is the Proactive vs. reactive argument. Give examples

251  Breaking point 12.3 – in 4 groups
            Be prepared to write an essay on this item, using examples.

Challenges: Which of your previous (elementary, middle, high school) teachers do you find most inspiring in terms of classroom management. What characteristics of hers/his are most similar to those you expect to develop. Analyze and discuss this in terms of information presented in this chapter.