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What is your Discipline Beliefs?

Teacher Matters presents an interactive self discovery analysis tool to assist in discovering what discipline approach you tend to favor. This analysis tool is based on Wolfgang and Glickman’s Beliefs on Discipline Inventory (1995).

While teachers entertain a wide range of beliefs about discipline, beliefs may be placed into three broad categories;

  • The Interventionists (where teachers use Rules/Rewards-Punishment),
  • The Non-Interventionists (where teachers value Human Relationships and Listening), and
  • The Interactionalists (where teachers Confront, Contract and Negotiate).

All three approaches are essential and teachers ideally blend skills from each approach to perfect a balanced disciplinary style. Complete the survey below and find out which of these three approaches you tend to favor and discover the skills you need to improve upon to help you achieve better results in the classroom.


Instructions: For each item below select either the first or the second response. If you are uncertain, choose the response that is closer to your belief about how you teach, by clicking on the button next to that response.

What is your Classroom Management Profile?

Is your classroom management profile Authoritative, Authoritarian, Laissez-Faire or Indifferent? By underaking this quick quiz you will gain an indication of what particular profile you have a leaning toward.

To discover what your Classroom Management Profile is simply follow the directions below.


Answer the following 12 questions to learn more about your classroom management profile. The steps are simple:

  • Read each statement carefully.
  • Respond to each statement based upon either actual or imagined classroom experience by clicking on your preferred option.
  • Then simply click the submit button to find out your classroom management profile.

The scoring for the profiler is as follows:

1 = Strongly Disagree     4 = Agree

2 = Disagree     5 = Strongly Agree

3 = Neutral


How aware are you of Behavioral Problems?

The following quizzes are designed to make teachers rethink some of the basic classroom management and discipline concepts that may have simply been forgotten about. They are also designed to create an awareness of how teachers might approach some behavioral problems.

The Teasers cover topics such as

  1. Behavioral Consequences – Take the quiz
  2. Behavioral Goals – Take the quiz
  3. False assumptions – Take the quiz
  4. Praise versus Encouragement – Take the quiz


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. Traditional methods adopted to achieve this aim emphasized pressure from without, the use of rewards and punishments which attempted to make students behave in certain ways.

According to Balson (1992), the most powerful technique which is available to teachers to induce responsible social behavior in their students is the use of behavioral consequences. The rational of this approach is that all behavior is shaped and maintained by its consequences, and that individuals will not continue to behave in ways which distress or harm nobody but themselves. There are two types of behavioral consequences: natural and logical.

Natural behavior consequences represent the routine effects of reality or the natural flow of events without interference from parents or teachers. The technique of applying natural consequences of behavior; the student acts or does not act properly and the teacher permits the student to receive natural consequences of the behavior Teachers do not scold, threaten, argue, or preach, but simply express their regrets.

There are, unfortunately, few natural consequences available within classrooms, while some which are, would involve an unacceptable element of physical danger. However, the application of logical consequences are guided and arranged by the teacher, the group, or another adult, and are designed to let the reality of the social order impress the child, rather than the authority of the teacher. Many teachers find it difficult to distinguish between punishment and behavioral consequences. There are a number of important distinctions between the two, examples are:

Punishment Behavioral Consequences
Teachers are responsible for student behavior Students are responsible for their own behavior
Concerned with past and always retaliatory. Concerned with the present and not retaliatory.
An arbitory connection between the behavior and its consequences. A logical connection between the behavior and its consequences.
Based on superior-inferior relationship between teachers and students. Based on concept of equality and worth between teachers and students.
Always personalized and involves moral judgment. Impersonal and involves no moral judgments.
No alternative or choice of behaviors is given by the teacher. Students always have the right to decide between several behaviors
Voice, relationship, and atmosphere reflect anger and resentment Voice, relationship, and atmosphere are friendly when consequences are invoked.
Expresses the power of a personal authority. Expresses the reality of the social order or the situation.
Implies that teachers know what is best for students. Implies that students are capable of managing their own lives.

To clarify the differences between punishment and behavioral consequences, read the following incidents and indicate whether the teacher used logical consequences (LC), natural consequences (NC), or punishment(P).


Simply click on your choice from the options provided, your score and answers will be provided at the end of the quiz.

Instructions: In this quiz there are 6 questions with multiple answers. Simply click on the answer you think is correct, then on the ‘Show Answer’ button to find out the correct answer. When you have finished the quiz your results will be displayed.

1. The teacher gave John a detention because he arrived late.



2. Although warned, Tim used the saw carelessly and gashed his hand.



3. The teacher refused to accept Jane’s assignment which was offered one week after the due date.



4. The teacher would not allow Nathan to use the box of mathematics games because he had failed to put them away yesterday.



5. Tim left his lunch at home and the teacher refused to lend him money to buy lunch. Tim became hungry.



6. When Sam slammed his desk top, the teacher made him write out 50 times, ‘I must not slam my desk top’.



Behavioral Goals

Teachers need to constantly remind themselves that they are the targets of disturbing classroom behavior, and that their reactions tend to sustain and strengthen undesirable behavior. Before teachers can begin to assist individual children, they must stop giving undue attention, fighting, retaliating, or accepting student’s displays of inability. That is the first step in any corrective program.

Students who constantly disrupt, invite attention, rebel, or violate order, are discouraged individuals who feel that they cannot find a place in the class through constructive and cooperative behaviors, and consequently turn to more destructive and inadequate behaviors in their attempt to find a sense of significance.

There are a number of processes designed to help pupils to develop more adequate ways of behaving, but before these approaches can be used, teachers must stop responding to unacceptable behaviors As a first step, teachers should train themselves to go against their first impulse and, consequently, break the detrimental cycle whereby a student acts and a teacher reacts.

A two part interactive Teacher Teaser may be found below. Part one looks at matching a behavior with the form of power goal. Part two focuses on how a teacher might feel about a student’s misbehavior.


Simply click on your choice from the options provided.

Please go to Behavioral Goals to view the test

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.


Simply click on your choice from the options provided.

Please go to False Assumptions to view the test


Teaching Strategies Part 1

Teaching Strategies Part 1The Teacher Matters Teaching Strategies App (Part 1) is the first in this series and focuses on a variety of teaching methods and strategies designed to assist teachers in developing skills in managing a range of classroom management and behavioral problems. The strategies presented here are likely to be encountered by teachers on a day-to-day basis.

In the first of this series there are 22 examples of issues common to all classrooms. Each example is designed to assist with you with understanding the likely causes of the problem might be and how to develop a strategy to overcome them.

Some examples from the app:

  • Talking During Lessons
  • Shouting in Class
  • Short Attention Span
  • No Response to Reinforcement
  • Pushing in Line
  • Late Assignments
  • The Bully
  • Drug Abuse

Each teaching strategy follows the format of:

  • A description of the problem.
  • Probable causes of the problem.
  • The strategy’s goal.
  • The plan – how to implement the strategy.

This app is suitable for use on all Android and iOS devices and may be downloaded from:

Google PlayApp store


What is your Teaching Style?

Just as people have individual learning styles, teachers have teaching styles that works best for them. It is important to be aware of your preferences when creating and delivering online instruction.

One way in which teaching styles can be categorized is as:

  • formal authority
  • demonstrator or personal model
  • facilitator
  • delegator

Do you know what type you are?


Simply answer 9 questions to learn more about your Teaching Style.

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. The distinction between praise and encouragement is important. Students can’t receive praise if they have not learned, but they can get encouragement to help them learn.

Many teachers believe that praising students will stimulate them to behave appropriately and this is often true if students can accomplish the task required. When praise is reserved only for difficult tasks or given too freely, it loses its effect. It may be interpreted by students as manipulation and be seen by them as meaning that they have measured up to another’s arbitrary standards.

Encouragement always involves the student and their efforts to learn, whereas the focus of praise should always be student behavior.

Typical statements of praise and their encouragement equivalents are:

Praise Encouragement
‘I am please that you topped the history test.’ ‘I see that you enjoy studying history.’
‘Ten out of ten, good girl!’ ‘You must really enjoy maths!’
‘You were the best violinist at the concert!’ ‘You have really practiced hard on the violin this year.’
‘You are the best monitor we have, Sandra!’ ‘ I appreciate your help in the classroom Sandra.’
‘You have the neatest writing in the class.’ ‘Looks as though you are really enjoying your writing.’
I am so proud of your artwork. ‘It is nice to see that you enjoy art.’

An interactive quiz may be found below. The first part focuses on identifying whether a statement is either praise or encouragement. The second on principles that best describes the use of praise.


You need to answer 10 questions focusing on Praise versus Encouragement statements. Simply click on your choice from the options provided, your score and answers will be provided at the end of the quiz.

Please go to Praise Versus Encouragement to view the test

Roles of the Teacher

Roles of the TeacherThe Roles of the Teacher app focuses on the various functions or roles teachers are expected to carry out within the classroom. These roles change depending on the expectation you have of students. There are five roles that teachers fulfill in classrooms, they are:


The organizing role involves teachers in making arrangements and developing an orderly structure, which will unify all elements in the classroom into a coherent and functioning whole.


Controlling is the process by which teachers ensure that the learning activities and behavior of children in the classroom are consistent with the objectives, expectations and plans of both teachers and school.


Whether it be the start of the school year, the commencement of a new term or the start of a new position within a school, effective teaching, learning and classroom management depend on effective planning.


Motivation is a vital factor in the teacher’s management of learning and behaviour in the classroom.


Learning and teaching in the classroom predominately take place through interpersonal communication between teachers and students.

This app is suitable for use on all Android and iOS devices and may be downloaded from:

appstore en_generic_rgb_wo_45