| accountability | Responsibility for performance or learning.
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| affective factors | Factors related to emotion such as curiosity, excitement, persistence, enthusiasm, flexibility, skepticism, and open-mindedness.
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| atmosphere | The prevailing tone or mood of the classroom.
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| attitudes | Opinions or feelings.
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| behavior tree | A diagram in which the teacher and students establish the goals that need to be met during a specific activity and set ground rules that need to be followed to meet the goals.
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| classroom management | Organization or control in a classroom.
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| classroom organization | Relationships or structure in a classroom.
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| classroom rules | Governing procedures or conditions in a classroom.
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| climate | The prevailing conditions or feelings.
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| consequences | The result that follows an action.
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| downtime | Time between activities.
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| dropouts | Students who lack interest in an activity or who fail to be motivated to complete it.
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| fish-bone model | A diagram that lists tasks leading to a goal.
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| flexible | Open to change.
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| ground rules | Basic rules or guidelines.
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| high traffic areas | Areas of a room that have a high number of people present or passing through.
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| learning contracts | An agreement between a student and teacher regarding type and amount of work to be completed to learn something.
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| norms | Standards of behavior.
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| physical arrangements | The location of objects in a room.
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| real choices | Choices that are meaningful and important to students.
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| reinforcement | A reward for a behavior.
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| rewards | Something desirable given in return for good behavior.
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| role models | Serving as an example to others.
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| safety | Protection from harm or injury.
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| transitions | The process or time period between activities.
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2003 McGraw-Hill Higher Education