FINAL+EXAM+531+P

**531P Spring** **Each response should brief and to the point – not an essay.** __** **Please copy and paste your answers in the body of an e-mail. No attachments please! **__  **Final exams must be handed in by Thursday –midnight.** **Thanks, and good luck!** 1. Kagan refers to //Three Pillars// as the philosophical underpinning for //Win-Win Discipline//. ·  How can teachers genuinely show students that they are on the same side and working together to help the students solve problems and find more appropriate behavior choices? 2. Sometimes classes disrupt as a group (okay, maybe I should say “often” instead of sometimes). Kagan says that almost all disruptions can be categorized into //ABCD//. = Chapter 10 = 3. Marshall suggests 25 tactics to assist internal motivation of students. Briefly, tell me why you agree or disagree with his suggestions? 4. Explain how Marshall’s three principles of positivity, choice, and reflection, help to activate motivation and successfully raise student responsibility. = Chapter 11 = 5. Seganti identifies four messages for teachers to convey to students and four operating principles for teachers to follow. ·  How do these messages help teachers who create classrooms following Seganti’s ideas and improve their ability to work with students? 6. How do Seganti’s rules manage the four types of disruptive behaviors (ABCD) that Kagan describes?
 * Final exam**
 * Chapter 9 **
 * First brainstorm specific student behaviors that you have observed in classrooms (2 or 3). Then classify the behaviors into //ABCD//.
 * Generally, what does each of the four types of disruptive behavior look, sound, and feel like?
 * What can teachers do to minimize whole class disruptive patterns?

Chapter 12
7. How could Glasser’s list of seven connecting habits be combined with Nelsen and Lott’s relationship builders so teachers would experience stronger personal influence over their students, but in particular, over students who are difficult to manage? = = = CHAPTER 13 = 8. How are Gossen’s ideas about restitution similar to Coloroso (Chapter 4)? How are they different = CHAPTER 14 =

__ Question 9 & 10 __
Compare Charles’s ideas of instruction to the foundational work of Kounin (lesson management) and the later work of Glasser (quality curriculum). ·  In what ways has Charles built on these earlier works? ·  In what ways are his ideas different?