Classroom Management & Learning Environment Flashcards

A student with ADHD struggles to stay seated during long instruction. Which environmental accommodation is MOST appropriate?

Answer: Provide a flexible seating option such as a wobble chair or standing desk

Flexible seating allows movement within the learning space, supporting focus for students with attention challenges.

Which of the following is a characteristic of a well-managed classroom according to research?

Answer: High levels of student engagement and clear, consistent routines

Research consistently links high engagement and predictable routines to positive behavior and academic outcomes.

A student becomes visibly upset after receiving a low grade and refuses to work. The teacher should:

Answer: Calmly acknowledge the student's feelings and offer to discuss the grade privately later

Validating emotions de-escalates the situation while maintaining the relationship needed to re-engage the student.

The concept of 'withitness,' as described by Kounin, refers to a teacher's ability to:

Answer: Be aware of what is happening throughout the entire classroom at all times

Kounin's 'withitness' means teachers communicate through their actions that they know what is happening everywhere in the room.

Which type of feedback most effectively reinforces positive behavior?

Answer: Specific, immediate, and behavior-focused praise delivered privately when appropriate

Specific praise tied to the exact behavior helps students understand what to repeat and feels more genuine.

A Positive Behavior Interventions and Supports (PBIS) framework is primarily designed to:

Answer: Create a school-wide tiered system of behavioral support emphasizing prevention

PBIS uses a three-tier prevention model to teach and reinforce expected behaviors before problems escalate.

Which strategy helps maintain momentum during a lesson, according to Kounin's classroom management principles?

Answer: Avoiding 'dangles' and 'flip-flops' by completing one activity before starting another

Kounin found that 'dangles' (starting then abandoning tasks) and 'flip-flops' (returning to dropped activities) disrupt lesson flow.