Classroom Management Strategies Flashcards
7 cards from real NAPLAN practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Classroom Management Strategies flashcards as text
Which of the following is an example of a logical consequence for a student who draws on a desk?
Answer: The student cleans the desk and reflects on how the action affects the school community
Logical consequences directly relate to the misbehaviour and encourage responsibility, unlike unrelated punishments.
When is it most appropriate to contact a parent or caregiver about a student's behaviour?
Answer: When a pattern of behaviour persists despite consistent classroom-level strategies
Parent contact is most productive when it follows a documented pattern and comes after classroom strategies have been applied consistently.
A teacher notices that disruptions peak during the first 10 minutes of class. What is the most effective response?
Answer: Begin each class with a silent, engaging 'do now' task that students start independently
A structured, immediate 'do now' task gives students a clear purpose from the moment they enter, reducing unsettled transition time.
What is the primary purpose of a behaviour support plan (BSP) for an individual student?
Answer: To provide a tailored, proactive strategy that addresses the function of a student's challenging behaviour
A BSP identifies why a behaviour occurs (its function) and outlines targeted strategies to prevent it and teach replacement behaviours.
A student frequently refuses to start written tasks. What function of behaviour does this most likely represent?
Answer: Escape or avoidance
Task refusal is commonly an escape-motivated behaviour, where the student seeks to avoid perceived difficulty or discomfort.
Which classroom management model emphasises that misbehaviour is a result of students' unmet belonging, significance, or empowerment needs?
Answer: Dreikurs' social discipline model
Rudolf Dreikurs proposed that students misbehave to meet mistaken goals tied to belonging and significance within the social group.
A teacher gives a student two acceptable choices instead of a direct command ('You can finish the paragraph now or in the next two minutes — which do you prefer?'). What technique is this?
Answer: Choice-giving as a de-escalation tool
Offering controlled choices gives students a sense of autonomy, reducing power struggles while keeping them within acceptable boundaries.