The

agendas that you set at this stage wholly determine your success in

implementing a classroom management

A. By establishing rapport, you are making a connection

with your learners at emotional level.

B. It will set the daily climate for the academic and social

growth of your learners.

C One cannot expect all to be fine just because there is a

set of published rules.

This phase is characterised

by strong relational ties with the class and a positive working knowledge of

the class and its individual dynamics.

A. This means that your learners are comfortable with you and

have developed a measure of trust in you.

B. The

educator aims at minimising unnecessary disruptions by having a thoughtful

balance of rights, responsibilities, rules, and routines.

One

cannot expect all to be fine just because there is a set of published rules.

A. a thoughtful balance

of rights, responsibilities, rules and routines

Classroom management has now

moved into a rational phase.

A. Through the establishment and consolidation phases learners

were enabled to control many aspects of their own behaviour and learning.

B. It is important that the educator

continue to teach, encourage and maintain what was established.

Another concern is that

learners do not take on the responsibility of watching the lessons and thus

cannot participate effectively in the classroom.

A. In this aspect, flipped classrooms use a learner-centred

approach as it focuses on learners’ learning and it places the responsibility

for learning.

B. There are, however, also a number of limitations to the

flipped classroom approach.

It was found that engaging the learners together is a challenge in large classrooms.

A. This is even more so when using technologically driven

approaches to teaching, which research has demonstrated to be less.

B. implementing a flipped

classroom for a large class size may boost the learners’ academic attainment as

it generally enables more focused teaching and learning to take place.

Flipped classroom’s online

material enables educators

A. Coach large classes

B. Out-of-class

learning need to be carefully disintegrated.

A flipped classroom means:

A. Out-of-class and in-class

learning need to be carefully integrated.

B. Learners watch the lesson (prerecorded) at home, and then do the

applications or homework in class.

C.

concerns about learners’ access to the internet (cost of data).

Limitations to the flipped

classroom:

A. Prerecording lessons

requires skill and time.

B. Small-group discussions,

peer-learning and enquiry-learning can be used to engage learners.

C. An environment that increases the interaction between

the learners and educators.

A technology-infused lesson:

A approach could empower educators to take charge of their

teaching

B. Educators may have

one-on-one teaching.

Communication technologies

in teaching:

A. create integrated learning environments, especially as

learners have already adopted technology.

B. increases the

interaction between the educators.

Building

Empathy:

A. maintain a “wise”

approach to learning relationships.

B. the learner “feeling

understood”.

Negative behaviour:

A. a “skill” that he or

she (a teacher) has been refining and practicing for many years.

B is the picture that learners have of themselves.

Leaving the ego at the door:

A. is the

feeling that learners experience from their self-image and self-concept.

B.

emotions are usually well managed, but the responsibility for the learning

taking place lies with the educator.

Multicultural connections:

A. The ability to manage

one’s own culture as it arises is one of the educator’s most.

B. the skills an educator needs to create a learning

environment that supports the different dimensions of   self-esteem.

Work-orientated

classrooms

A. Learners comply with instructions carefully to complete

their tasks.

B. the first, the focus is

on creativity.

Learning-orientated

classrooms

A. Learners follow instructions carefully to complete their

tasks.

B. The objectives aimed

for are the educators’ valued knowledge, skills, and attitudes.

A. the foundation of such a

learning-orientated classroom is a system of critical learning.

B Educators who are incredible

practice what they preach.

Educator intervention

A. addressing disciplinary problems requires the sole

intervention of the classroom educator.

B.

some interventions an individual educator could use ensure more effective

discipline.

Discipline

A. the decreasing amount of disruptive behaviour

substantially interferes with their teaching.

B. disciplinary problems impact the school as a whole; the classroom manager is the last line of defense.

Millenium generation

A Strong preference for traditional

lecture-based learning

Effective anger management technique

A Reacting impulsively to stressors

Technology enhances parental

involvement

A By replacing parent-teacher meetings with

automated responses.

C By using learning management systems,

online meetings, class newsletters, and real-time progress tracking. 

Misconception about Millennials

A They are highly dependent on technology

Common Challenges: classroom administration

A Time constraints, paperwork overload, and

balancing administrative duties with teaching. 

B 

Having too

much free time due to minimal administrative work.