Beliefs about Discipline and Behavior Management. Compared to other statements in this set, this statement is:

  1. Even less characteristic of my approach or beliefs about discipline and
    behavioral management.
  2. Less characteristic of my approach or beliefs about discipline and
    behavioral management.
  3. Somewhat characteristic of my approach or beliefs about
    discipline and behavioral management.
  4. Characteristic of my approach or beliefs about discipline and behavioral management.
  5. Even more characteristic of my approach or beliefs about discipline and behavioral management.
  1. The primary goal in dealing with student’s behavior is to
    establish and maintain control.
  2. A noisy classroom is okay as
    long as all the students are being productive.
  3. Students must
    be kept busy doing activities or they soon get into trouble.
  4. When students are engaged in interesting problems and challenging
    activities, they tend to have very few discipline problems.
  5. Proper control of a class is apparent when the students work
    productively while I am out of the room (either briefly or when only a
    substitute is present).
  6. Monitoring students can prevent
    problematic situations.
  7. Peer interactions are best left to
    recess and snack time.
  8. The curriculum and class schedule need
    to be prioritized over students’ specific interests.
  9. A
    classroom runs smoothly when there are clear expectations for
    behavior.
  10. Classroom rules should be discussed and
    posted.
  11. Self-monitoring (or self-regulation) are important
    skills for students to develop.
  12. It is important to respect
    students’ autonomy and expect them to act in a responsible
    manner.
  13. Students should try to resolve conflicts on their own
    before going to the teacher.
  14. Rules for the students’
    classroom behavior need to be reinforced consistently.
  15. Praise
    from me is an effective way to change students’ behavior.
  16. Students learn best in primarily teacher-directed classrooms.
  17. If I treat students with respect, kindness, and concern, there are
    less behavior problems.
  18. Verbal punishment is an unacceptable
    means of controlling students’ behavior; I believe it’s more important
    to use only positive management techniques.
  19. If I anticipate
    problems before they happen and discuss them with the students, I have
    fewer discipline problems.
  20. Extrinsic rewards for desirable
    behavior (e.g., stickers, candy bars) undermine student’s motivation;
    it’s better not to give such rewards at all.