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Also read: Universal Learning Characteristics


Week 4 Discussion


Institution Affiliation


In the scenario, Franklin’s response to telling the class to miss five minutes of their lunchtime to make up for the lateness was reactive because it was not planned. The teacher did not have time to think about it and engage with students for their suggestions. Proactive strategies/actions are planned before the execution, and this was not in this case. Also, the response was reactive because Mr. Franklin decided out of frustration. He was not guided by thoughtfulness and analysis.

One of the proactive strategies that can be used to smoothen the transition process entails establishing, teaching, and reviewing classroom behavioral expectations. The teacher should post and inform the students about behavioral expectations, including those during transitions, to adequately prepare them. For instance, the students should know that lateness is inappropriate behavior and is not tolerated. McLeskey et al. (2017) stated that when students are aware of the classroom behavioral expectations, they would likely to comply. The teacher can engage students in setting the expectations to gain support.

Secondly, organizing a productive classroom will also help make the transition process smoother. A productive classroom entails one that has a smooth flow in/out of the room, minimal effort to pay attention, limited distractions, and appropriate seating arrangements (Wright & Cook, n.d). All these requirements would help students to save time, transitioning to the next classes efficiently. The teacher can collaborate with the administration to ensure that classroom has the features mentioned above. Lastly, instituting a reward system where desirable behaviors are appreciated can influence students to try and stay within the set expectations (Konrad et al., 2019). The best way to implement this strategy is by acknowledging students who demonstrate desirable actions in front of the class.


Konrad, M., Criss, C. J., & Telesman, A. O. (2019). Fads or facts? Sifting through the evidence to find what really works. Intervention in School and Clinic54(5), 272-279.

McLeskey, J. L., Rosenberg, M. S., & Westling, D. L. (2017). Inclusion: Effective practices for all students. Pearson.

Wright, B.D., & Cook, R.C. (n.d). The 16 Proactive Classroom Management Skills to Support AcademicEngagement. http://www.state.ky.us/agencies/behave/misc/DBWHandouts/BI12/Diana%20-%20Se

Last Updated on September 1, 2020 by Essay Pro