KINDERGARTEN TEACHERS' CLASSROOM MANAGEMENT BELIEFS AND PRACTICES

AND THEIR IMPLICATIONS ON STUDENTS ACADEMIC OUTCOMES

Instruction: Read carefully the following questions. Whatever answer you may have will be
treated confidential. Please do not leave a question unanswered. Please put as check mark (/)
to answer each item, the following are indicated:
5 = Highly Effective and Efficient, 4 = Effective and Efficient,
3 = Moderately Effective and Efficient, 2 = Least Effective and Efficient,
1 = Not Effective and Efficient at all.
Indicator 5 4 3 2 1
Building a Classroom Community
1. Welcoming children into the room by labeling cubbies and hooks with their names
2. Using class meetings to encourage group discussions, social problem solving, and
sharing of ideas and information
3. Bringing each child’s home culture and language into the shared culture of the
classroom
4. Developing classroom rules with children
5. Planning ways for children to work and play together collaboratively
6. Welcoming children into the room by labeling cubbies and hooks with their names
7. Using class meetings to encourage group discussions, social problem solving, and
sharing of ideas and information
8. Bringing each child’s home culture and language into the shared culture of the
classroom
9. Developing classroom rules with children
Elements of an Effective Physical Environment
10. A space for children to store their work and personal belongings
11. A place for group meetings
12. A variety of spaces for working
13. Quiet places
14. Places to store materials
15. Places to display children’s work respectfully
How a Child Practices and Uses Skills and Concepts in Play
 Literacy/Mother Tongue
16. Writes for a purpose
17. Uses language to communicate
18. Understands print concepts
19. Writes letters and words
20. Reads simple words
 Mathematics/ Mother Tongue
21. Uses number concepts
22. Develops mathematical language
23. Makes predictions
24. Creates two- and three-dimensional
25. Geometric shapes
26. Measures time, money
 Science/ Mother Tongue
27. Uses recycled materials
28. Explores physical properties of materials
 Social Studies/ Mother Tongue
29. Develops rules with others and follows them
30. Uses geographic thinking and mapping skills to move marker forward, backward
31. Learns about money and its use
 The Arts/ Mother Tongue
32. Draws and creates
 Technology/ Mother Tongue
33. Uses basic computer skills
34. Navigates through software program
Using a Variety of Instructional Strategies
35. Encourage
36. Give specific feedback
37. Model
38. Create or add challenge
39. Give a cue, hint, or other assistance
40. Provide information
41. Give directions
Centers and the Materials You Might Use
Learning Center Examples of Materials
Books Books of all genres (predictable, informational, poetry, narrative, wordless,
decodable), listening center with books on tape or CDs, storytelling and
retelling props (flannel boards, puppets, story clothesline)
Writing Writing paper, envelopes, blank booklets, journals, pencils, pens, markers,
word banks, letter stamps, alphabet cards
Mathematics and Collections of objects (buttons, stickers, erasers, bottle caps), number cards,
Games interlocking cubes, parquetry blocks, attribute games, graphing mats, sorting
trays, deck of cards, board games, dice
Science/ Plants, class pets, nature objects, collections (shells, rocks, leaves, balls,
Discovery shiny things), tools for investigating (magnifying glasses, magnets, funnels,
lenses), science journals, clipboards
Music and Collection of CDs, musical instruments, keyboard with headphones, picture
Movement songbooks, song cards (color-coded to correspond with colored
instruments), props for movement (scarves, flags, streamers)
Art Materials to paint and draw on (newsprint, butcher paper, finger paint paper,
foil), painting and drawing implements (markers, crayons, paints, pens,
pencils, charcoal, chalk), materials for molding and sculpting (clay, play
dough, tools), cutting and pasting materials (scissors, paste, glue, collage
materials) and materials for constructing (foam pieces, wood scraps, wire,
pipe cleaners, recyclable materials), art books, photographs, posters
Dramatic Play Props and dress-up clothes, homelike materials reflecting children’s culture
(kitchen furniture, dolls, phone, message board, empty food containers),
open-ended materials (large pieces of fabric, plastic tubing,
cardboard boxes), literacy materials (magazines, books, pads of paper,
cookbooks, junk mail), mathematics and science materials (calculators,
kitchen and bathroom scales, calendars, cash registers, measuring cups and
spoons, store coupons)
Blocks Unit blocks, hollow blocks, props (people figures, vehicles, hats, animal
figures), open-ended materials (cardboard tubes, cardboard panels, PVC
pipes, vinyl rain gutters), literacy materials (writing tools and
paper, signs, books about bridges and buildings)
Technology Computers, printers, optional technology (Web cam, digital camera,
scanners, computer microscopes)
Classroom Observation Form
1. What teaching method is the teacher using?
1.1 Whole-class teaching
1.2 Individual seat work in silence
1.3 Small group teaching/learning
1.4 Interactive supervision
 1.5 Individual/small group demonstration
2. What teaching materials is the teacher using?
2.1 Textbook
2.2 Whiteboard
2.3 Worksheets/exercise book
2.4 Others
3. What strategy is the teacher using?
3.1 Textbook-based teaching
3.2 Repetition/chanting
3.3 Explanation
3.4 Questioning students
3.5 Hands on experience
4. What is the teacher’s response?
4.1 Teacher acknowledges children response
4.2 Teacher responds to children’s ideas and solutions
4.3 Teacher scaffold’s children’s thinking
4.4 Praise
4.5 Criticism
5. What is the teacher’s attitude?
5.1 Teacher shows enthusiasm and openness to teaching
5.2 Teacher shows care and concern, respect to children
6. What is the children’s response?
6.1 Children engage in the activity
6.2 Children work collaboratively
6.3 Children enjoy being at the setting
6.4 Children work independently

Classroom Organization and Behavior Management Innovation Configuration

Instructions: For each course syllabus, place an X under the appropriate variation score that
meet the criteria specified from 0 to 4. Then indicate the number of the code in the Rating
column. Score and rate each item separately.
Code 0 = No evidence that the concept is included in the syllabus
Code 1 = Syllabus mentions content related to the concept by listing it (e.g., classroom
environment, structure)
Code 2 = Syllabus mentions the concept and requires readings (at least two, either textbooks
or journal articles) on the topic.
Code 3 = Syllabus mentions the concept, requires readings, and has either an assignment,
project, or test on the topic.
Code 4 = Syllabus mentions the concept and requires readings; has assignment, projects, or
test; and has supervised practice related to the concept through student-teaching
activities.
Rating = Rate each item as the number of the highest variation receiving an “X” under it.

Degree of Implementation
Essential Components Code Code Code Code Code Rating
0 1 2 3 4
Structured Environment
 Daily schedule is posted and clearly
visible to students.
 Environment is arranged for ease of flow
of traffic and distractions minimized.
Active Supervision and Student
Engagement
 Teacher scans, moves in unpredictable
ways, and monitors student behavior.
 Teacher uses more positive than
negative teacher-student interaction
 Teacher provides high rates of
opportunities for students to respond.
 Teacher utilizes multiple observable
ways to engage students (e.g., response
cards, peer tutoring).
School wide Behavioral Expectations
 A few positively stated behavioral
expectations are posted, systematically
taught, reinforced, and monitored.
Classroom Rules
 A few positively stated behavioral rules
are linked to school wide expectations.
 Rules are posted, systematically taught,
reinforced, and monitored.
Classroom Routines
 Classroom routines are systematically
taught, reinforced, and monitored within
the context of the classroom (e.g.,
turning in homework, requesting
assistance).

Encouragement of Appropriate
Behavior
 Procedures acknowledge appropriate
behavior at the group level (e.g., specific,
contingent praise, tokens, activities,
group contingencies, Good Behavior
Game).
 Procedures encourage appropriate
behavior at the individual student level
(e.g., specific, contingent praise;
behavior contracts).
 Data are collected on the frequency of
appropriate behavior within in the
classroom environment.
Behavior Reduction Strategies
 Antecedent strategies are used to
prevent inappropriate behavior (e.g., pre-
correction, prompts, environmental
arrangements).
 Multiple procedures are used to respond
to inappropriate behavior.
 Procedures are used to teach replace-
ment behavior ands and reteach ap-
propriate behavior (e.g., overcorrection).
 There is differential reinforcement (e.g.,
reinforcing other, competing behaviors).
 There is effective use of consequences
(e.g., planned ignoring, time-out from
positive reinforcement, reinforcing
 around target student).
Column Totals

INTERVIEW QUESTIONS

Control
1. How do you think children's behavior should be managed? What do you think are the best
ways of managing the behavior of preschool children? What kind of consequences are the
best when dealing with misbehavior? (probes-ways of managing behavior) (a) time out (b)
praising positive behaviors (c) ignoring negative behavior (c) yelling/scolding (d) taking away
privileges
2. Some people believe that teachers know what is best for their students. Do you agree or
disagree and why? Do you think that students should be obey their teachers? Why?
(if teacher replies affirmatively, the following probes are appropriate)
(a) Respect for teachers
(b) Teacher's rights
(c) Child's safety and welfare
(d) Conformity is what is expected
(e) Child's best interests in the long run
(if teacher replies negatively, the following probes are appropriate)
(a) Child's right to make own decision
(b) Teacher's reluctance to enforce own standards
(c) Teacher's uncertainty as to what is right
3. Some teachers expect their students to obey immediately when they are directed to do
something. Others do not think it's terribly important for a child to obey right away. How do
you feel about this?
4. Do you think that teachers should supervise the activities of their students rather closely or
do you think that they should allow their students more freedom?
(a) During free play or center time
(b) Outside on the playground
(c) Checking to see that directives are carried out
5. Would you say that you have a position about classroom management which helps to guide
you? Where do you think your classroom management philosophy/position originated from?
Do you think it was your experience in school growing up, your experience in college, your
teaching experience, something else, or a combination of factors?

Maturity Demands
6. In what areas, if any, do you think preschool children should be able to make decisions
affecting their own behavior? a. Probe for: (a) where to sit at classroom tables or at circle
time (b) which centers to participate in
7. Do you think that a student should be asked to share in the work of the classroom? a.
Classroom jobs b. help cleaning up throughout the day
8. How much would you expect in the way of conscience development from a five-year-old? a.
Injury to another child b. not telling the truth
Communication
9. Should a child be allowed to disagree openly with his teacher? Why or why not?
10. Do you believe that teachers should express their negative feelings to their students just as
she feels them or she should control what and how she communicates to the students? a.
Regarding the conduct of the student; b. regarding how the actions of the student make her
feel; c. regarding her feelings about the child in general
Nurturance
11. Do you believe that teachers should express their positive feelings to their students just as
she feels them or she should control what and how she communicates to the students? How
openly affectionate should kinder teachers be? a. Appropriateness of physical expression-
hugs b. verbal approval
12. How important do you think it is for a teacher to have a positive relationship with her
students? a. If teacher agrees: How do you think a teacher should try and develop the
relationship?
Overall
13. Describe your "classroom management style".
14. How do you think that your classroom management style influences your students?
(a) Child behaviors/actions? Positive/negative
(b) Academics? Their ability to learn? How much they learn?
Teacher performance
15. What do you do to get your students to behave as you want them to behave? What works
best for you? a. Time out; b. take away privileges; c. making them feel ashamed or
embarrassed; d. ignoring negative behavior; e. focusing on positive behaviors
16. How much do you try to explain things and reason with your students?
17. What do you do if your students are unusually good? Do you let them know you are
pleased? How?
18. What classroom rules do you have? How did you come up with them?
19. When your students need to be disciplined, who usually takes care of it? You, your
assistant, the administration?
20. How often do you tell your students to do something and then for some reason do not follow
through? If a student doesn't do something you ask him to do, perhaps not cleaning up,
what do you do then?