Study Guide--Chapter 11--Slavin (1997)	                             Page 1

** Questions marked with asterisks are not necessarily answered directly in the text; you may need to expand on the information provided in the book.

1.  What methods of classroom management does Ms. Cavalho use?  What potential problems is she preventing?

2.  What are the most effective classroom management techniques? 

3.  How is engaged time or time on-task important for learning?

4.  Where does the time go in class, according to Karweit and Slavin (1981)?

5.   What is allocated time?

6.  What are ways to avoid lost time?

7.  How can teachers avoid late starts and early finishes and interruptions?

8.  How can teachers better handle routine procedures?  Minimize time spent on discipline?

9.  How does teaching engaging lessons increase time on-task? How can teachers maintain momentum, smoothness of instruction, and transitions?

10.  How is accountability used to maintain group focus?  How does group alerting help this?

11.  What strategies can teachers use to improve seatwork productivity?

12.  What is withitness?  How can teachers improve it?

13.  Why is the ability to overlap important for teachers?

14.  Why is mock participation a problem in some classes?

15.  How does classroom management differ in traditionally organized classrooms compared to it in student-centered classrooms?  

16.  How does starting out the year right enhance classroom management?  What are ways to do this?

17.  Why is it important to set class rules?

18.  How can the principle of least intervention help to deal with classroom behavior problems?  prevention?  nonverbal cues? praise?  verbal reminders?  repeated reminders?  applying consequences?

19.  How can applied behavior analysis be used to avoid serious behavior problems?

20.  How do teacher's and peers' attention maintain misbehavior?

21.  How does the release from unpleasant states or activities reinforce misbehavior?

22.  How can behavior modification be used to improve classroom behaviors?  What are the steps of this process?

23.  How can home-based reinforcement and daily report cards be used effectively for classroom management?  (See also "Theory into Practice", pp. 415-416).  

24.  What is a  group contingency program?  (See also "Theory into Practice", pp. 417-418).  

25.   Why must ethics be considered when deciding upon classroom management techniques?  

26.  How can serious behavior problems be prevented?