1. As behavior change agents, why should we attempt to define behavior by more than simply “how it looks? (e.g., hitting, talking out of turn, yelling)? What should we do instead, and why? (2pts.)
2. What are two reasons why you should NOT ask a student who had misbehaved, “Why did you do that?” (2 pt.)
3. What is the fundamental difference between a behavior that is a “can’t do” verses one that is a “won’t do?” Be sure to include examples of classroom behaviors in your description of the differences. Do NOT include academic skills in your examples, but student classroom behavior. How will our classroom management plan differ between those misbehaviors that are a “can’t do” vs. a “won’t do?” (2pts.)
4. Provide me with two strategies that you could use to improve the transition times in your classroom. (2 pts.)
5. There are some classroom misbehaviors that you should ignore and others that you shouldn’t. Provide examples of each and why you should or should not ignore them. (2 pts.)
6. In this context, what is a time out? Now, describe one type of time out procedures and when you should use it. (2 pts.)
7. What is meant by “inconsistent expectations and consequences?” That is, describe/define what they mean. Then discuss why are they a problem in the classroom. (2 pts.)
8. Identify at least 2 other individuals who could be useful in helping you manage student behavior and tell me how they might be useful (i.e., what could they do to help)? (2 pts.)
9. Identify at least 2 effective academic teaching (not classroom behavior management) approaches that are known to support positive behavior in the classroom. (2 pts.)
10. What is the fundamental problem that can happen when we “take” student misbehavior personally? What should we do instead and why? (2 pts.)
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