Walter Geerts & René van Kralingen - The Teachers' Handbook

4.5 Classroom management: Overlapping

158 159 160 162 163 164 164

4.5.1 Importance

4.5.2 The escalation stairway

4.5.3 Consequences of persistent unwanted behaviours

4.5.4 Student-controlled overlapping

4.6 Classroom management: Keeping the students’ attention

4.6.1 Importance

4.6.2 Magic 164 4.6.3 Keeping the group attentive during student-controlled situations 165 4.7 Classroom management: Student responsibility 166 4.7.1 Importance 166 4.7.2 Delegating 166 4.7.3 React responsively 167 4.7.4 Being strategically consistent 168 4.7.5 Responsibility in student-driven situations 169 4.8 Handling conflicts 170 4.8.1 Importance 171 4.8.2 Types of conflict 171 4.8.3 Conflict management styles 172 4.8.4 Which conflict management style is best? 173 4.8.5 Thomas-Kilmann test for teachers 174 4.8.6 Conflict management styles in practice 175 4.9 Reflection 176

5

Testing and assessment

177

5.1 The function of tests

178 178 178 180 181 181

5.1.1 Formative testing to adjust a learning process 5.1.2 Summative tests that focus on assessment

5.1.3 Peer assessment

5.2 Working towards goals

5.2.1 Goals and targets

5.2.2 Core targets and reference levels during the first years of secondary school 181 5.2.3 Final exams at secondary school: PTA, syllabi and inspection 183 5.2.4 MBO qualification file: OER, exam profiles and inspection 184 5.2.5 Teachers’ responsibility 188 5.3 Converting learning objectives to tests 188 5.3.1 How to make learning objectives concrete and measurable 188 5.3.2 Higher-order and lower-order learning objectives 190 5.3.3 Bloom’s taxonomy 191