| Assertive discipline | An approach to classroom management that emphasizes teachers asserting their right to teach by insisting on appropriate student behavior and by responding assertively to student infractions.
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| Classroom management | The ways teachers organize and structure their classrooms for the purposes of maximizing student cooperation and engagement and minimizing disruptive behavior.
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| Classroom meeting | An approach to classroom management in which the teacher holds regular meetings for the purpose of helping students identify and resolve problem situations.
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| Classroom ecology | A way of looking at classrooms that is concerned mainly with how student cooperation and involvement are achieved.
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| Cueing | A signal from teachers to alert or to set up situations for students in order to help them get ready to make an appropriate response.
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| Dangle | When a teacher starts an activity and then leaves it in midair.
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| Desist | A teaching behavior aimed at stopping disruptive student behavior.
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| Desist incidence | A classroom incident serious enough that if not dealt with will lead to widening management problems.
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| Downtime | Times in classrooms when lessons are completed early or when students are waiting for upcoming events, such as moving to another class or going home.
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| Flip-flop | Occurs when a teacher starts an activity, then stops and starts another one, and finally returns to the original activity.
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| Fragmentation | Occurs when a teacher breaks a learning activity into overly small units.
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| Logical consequences | Punishments administered for misbehavior that are directly related to the infraction.
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| Momentum | Term used by Kounin to describe how teachers pace instruction.
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| Overdwelling | Occurs when a teacher goes on and on after a subject or a set of instructions is clear to students.
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| Overlappingness | The ability of teachers to spot disruptive behavior and to deal with it without interrupting the flow of the lesson.
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| Preventative management | Perspective that effective classroom management can be achieved through good planning, interesting lessons, and effective teaching.
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| Procedures | Systems established by teachers for dealing with routine tasks and coordinating student talk and movement.
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| Reinforcement | Consequences administered by teachers to encourage and strengthen certain desirable behaviors.
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| Reinforcement principles | (see reinforcement theory)
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| Rules | Statements that specify expected classroom behaviors and define behaviors that are forbidden.
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| Smoothness | The smooth flow and pacing of instructional techniques.
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| Transitions | The times during a lesson when a teacher is moving from one type of learning activity to another.
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| With-itness | The ability of teachers to spot disruptive student behavior quickly and accurately.
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