Whether you are a student teacher, a first-year teacher, or a seasoned veteran, Teacher Matters’ self-discovery analysis tools are specifically crafted to help you uncover your unique teaching style, classroom management techniques, and strategies for addressing common behavioral issues in the classroom.
By choosing one of the options below, you can gain insight into your Discipline Belief, Classroom Management Profile, and approaches to resolving typical classroom challenges. Discover more about yourself as an educator and enhance your effectiveness in the classroom with Teacher Matters’ innovative tools.
Discipline Analysis
This analysis tool is based on Wolfgang and Glickman’s Beliefs on Discipline Inventory (1995) and is designed to discover what your approach might be to classroom discipline.
Classroom management
Is your classroom management profile Authoritative, Authoritarian, Laissez-Faire or Indifferent? By underaking this quick quiz you may gain an indication of what particular profile you have a leaning toward.
Behavior Goals
Teachers need to constantly remind themselves that they are the targets of disturbing classroom behavior. This analysis tool focuses on matching a behavior with the form of power goal, and on students’ misbehavior.
False Assumptions
Perceptions about the underlying cause of behavioral problems are mostly based on false assumptions. “She comes from a one parent family”, or “His parents are not well off” assumes that a particular behavioral problem may be attributed to a socio-economic or family background. This may be far from the truth. This quiz contains some examples where false assumptions may be made.
Behavioral Consequences
Few would argue that a major task confronting our schools is to induce individuals to behave responsibly and to demonstrate a degree of self control. This analysis tool focuses on the differences between punishment and behavioral consequences and asks you to make a choice whether you think the teacher used logical consequences (LC), natural consequences (NC), or punishment(P).
Praise Versus Encouragement
The words and actions of teachers can act as encouragement when the focus is on the learner and the process of learning, or they can act as praise when the focus of teacher attention is on the product or outcome of learning. This analysis tool focuses on a number of statements that asks you to make a choice on what you think the statement is. Is it encouragement or is it praise?
