by H. Richard Milner IV, Heather B. Cunningham, Lori Delale-O'Connor and Erika Gold Kestenberg
Student Resources
Chapter 3
Classroom Management Is About Effective Instruction
In the beginning of chapter 3, the authors provide four elements of “effective instruction:” (1) critical reflective practices, (2) high engagement with course content, (3) replacement of deficit mindsets with positive framing, and (4) development of a vibrant classroom community. Provide a concrete example of each of the four that you believe could be implemented in your classroom or school.
Miss Thomas (pages 68-69) wondered if differences in her cultural practices and values from those of her students shaped the disconnect between her expectations and student behavior. How might Miss Thomas find out the answer to her “wonder?”
The authors explained that high student engagement is promoted through thoughtful lesson design and lesson delivery. Think of a time when you did not receive (as a student) or when you did not provide students with thoughtful lesson design and delivery as an educator. What changes to the design and delivery could have improved the learning opportunity?
What can educators do to build student interests as discussed in chapter 3?
Read through the twelve identified student behaviors provided on pages 75-76. Provide concrete and specific examples for at least six of these behaviors as they relate to ways you have or could implement them within your classroom. What might the outcomes to these behaviors be in terms of teacher/student relationships and academic success in your class?
The authors offered the analogy of a party to show how optimistic and enthusiastic mindsets, beliefs, and outlooks can be contagious on page 80. Do you believe you, as an educator, should be the “party-starter” in your school or classroom? Why or Why not? If so, what would be necessary for you to be a “party-starter” in your school or classroom?
For elementary school teachers – how might you build a classroom community with students? For middle/high school teachers, how can you foster a collaborative and communal environment in your classroom with students who may not engage socially outside of school? For all teachers – what barriers have you experienced in seeking to create classroom communities in the past? How could you work through those barriers?
