P e a c e C o r p s

Classroom

Management

Idea Book

Information Collection and Exchange

Publication No. M0088
ii Peace Corps

Information Collection and Exchange

The Peace Corps Information Collection and Exchange (ICE), a 

unit of the Office of Overseas Programming and Training Support 

(OPATS), makes available the strategies and technologies developed 

by Peace Corps Volunteers, their co-workers, and their counterparts 

to development organizations and workers who might find them 

useful. ICE works with Peace Corps technical and training specialists 

to identify and develop information of all kinds to support 

Volunteers and overseas staff. ICE also collects and disseminates 

training guides, curricula, lesson plans, project reports, manuals, 

and other Peace Corps-generated materials developed in the field. 

Some materials are reprinted “as is”; others provide a source of fieldbased information for the production of manuals or for research in 

particular program areas. Materials that you submit to ICE become 

part of the Peace Corps’ larger contribution to development.

This publication was produced by Peace Corps OPATS. It is 

distributed through the ICE unit. For further information about ICE

materials (periodicals, books, videos, etc.) and information services, 

or for additional copies of this manual, please contact ICE and refer to 

the ICE catalog number that appears on the publication.

Peace Corps

Office of Overseas Programming and Training Support

Information Collection and Exchange

1111 20th Street, NW, Sixth Floor

Washington, DC 20526

Tel: 202.692.2640 | Fax: 202.692.2641

Abridged Dewey Decimal Classification (DDC) Number: 371.102

Share your experience!

Add your experience to the ICE Resource Center. Send your 

materials to us so we can share them with other development 

workers. Your technical insights serve as the basis for the 

generation of ICE materials, reprints, and training materials. They 

also ensure that ICE is providing the most up-to-date innovative 

problem-solving techniques and information available to you and 

your fellow development workers.
Peace Corps iii

C o n t e n t s

Introduction...........................................................................1

Chapter 1: Managing Classrooms to Maximize Student

Learning: An Overview...........................................................3

What Do You Think?.......................................................................... 3

Key Ideas in This Chapter ................................................................ 4

Positive Expectations of Student Success ................................... 4

Classroom Management Skills....................................................... 6

What does a well-managed classroom look like?..................... 7

How to support student learning................................................... 7

Instruction Skills ............................................................................... 9

Effective teachers................................................................................. 9

Lesson planning..................................................................................12

Examples and Tools ........................................................................14

Sample Graphic Organizers ..........................................................14

Chapter 2: Teaching in a Cross-Cultural Context .................17

What Do You Think?........................................................................17

Key Ideas in This Chapter ..............................................................18

Examine Your Own Culture ...........................................................19

What is your cultural intelligence?...............................................19

Cultural values.....................................................................................20

Cultural norms.....................................................................................23

Examine a New Culture .................................................................24

School culture as an iceberg..........................................................24

Six activities to gain insight into the host school culture....26

Introducing Change .......................................................................31

Change and cultural implications................................................33

Planning to overcome resistance .................................................36

Examples and Tools ........................................................................39

Sample Overcoming Resistance to Change Chart.................39

Sample Force Field Analysis Chart ...............................................40
ClassroomManagement | Idea Book

iv Peace Corps

Chapter 3: Strategies for Classroom Management..............41

What Do You Think?........................................................................41

Key Ideas in This Chapter ..............................................................42

Eight Strategies for Classroom Management ...........................42

Strategy 1: Create an effective learning environment..........42

Strategy 2: Establish classroom procedures.............................47

Strategy 3: Create a motivational environment .....................49

Strategy 4: Make every minute count.........................................52

Strategy 5: Keep everyone engaged...........................................53

Strategy 6: Teach life skills and good learning habits...........56

Strategy 7: Be creative ......................................................................60

Strategy 8: Use project design and management 

techniques ...........................................................................................61

Examples and Tools ........................................................................62

Sample Classroom Procedures Planning Guide......................62

Sample Classroom Management Planning Guide .................63

Sample Classroom Report Card ....................................................66

Chapter 4: Managing Disruptive Behavior ..........................67

What Do You Think?........................................................................67

Key Ideas in This Chapter ..............................................................68

Teaching Expected Behaviors .....................................................68

Why Do Students Misbehave?......................................................71

Student behavior often reflects cultural norms......................72

Implementing Discipline ..............................................................75

Consequences and/or Punishment ............................................76

Discipline ideas ..................................................................................78

Considerations for different types of punishments...............81

Corporal Punishment.....................................................................84

What can Volunteers do to reduce corporal punishment 

incidents? ............................................................................................85

Examples and Tools ........................................................................91

Sample Consequences Worksheet ..............................................91
Peace Corps 

Chapter 5: Assessment, Grading, and Cheating...................93

What Do You Think?........................................................................93

Key Ideas in This Chapter ..............................................................94

Discover Your School’s Assessment Culture ..............................95

Formative Assessment...................................................................96

Assessment tools and strategies...................................................97

Using feedback from ongoing assessment............................ 101

Grading...........................................................................................102

Student-friendly grading practices........................................... 104

Time-saving grading tips.............................................................. 106

Cheating.........................................................................................106

Ideas to prevent cheating ............................................................ 110

Consequences for cheating......................................................... 113

Examples and Tools ......................................................................115

Sample Rubrics................................................................................. 115

Chapter 6: Checking Your Progress....................................119

Appendices.........................................................................123

Culture and the Ideal Teacher/Classroom ...............................123

Don’t Hit and Don’t Shout...........................................................126

Resources...........................................................................129

Contents
ClassroomManagement | Idea Book

vi Peace Corps
Peace Corps 

I n t r o d u c t i o n

As a Peace Corps Volunteer teacher, you are in a unique situation. 

Not only do you have the opportunity to learn and observe a new 

culture and introduce your own culture to others, you will also 

create—together with your students—a whole new classroom 

culture. This is exciting and inspiring! Whether or not you have 

previous teaching experience, teaching in a new culture requires 

thoughtful planning and adjustment. This Idea Book will help 

you approach your new classroom in a culturally sensitive and 

appropriate manner. 

This book was written in response to feedback from Volunteer 

teachers. They report that managing a classroom in a new cultural 

environment is a primary challenge. Many feel that the time spent 

dealing with classroom management issues detracts from the 

time spent actually teaching content. Sensitive and complicated 

questions, such as how to teach in a school that condones corporal 

punishment, surfaced frequently. 

Volunteers and staff members from around the world were 

asked to submit ideas and suggestions. Here you will find 

practical strategies for dealing with the most commonly reported 

challenges. Suggestions range from how to develop useful 

classroom routines to more complex topics, such as assessing 

students fairly and effectively. 
ClassroomManagement | Idea Book

 Peace Corps

It would be helpful to read this book before you start teaching, 

but it will be equally helpful once you are teaching. When you 

run into situations that you did not expect, this book will give 

you some strategies to begin to understand them. It will help you 

think about the classroom, your students, and your colleagues 

from new perspectives so you can adapt to a new teaching 

environment. There are exercises that ask you to exchange 

information with your host colleagues. Take the opportunity to 

learn as much as you can from your teaching colleagues, your 

students, and Peace Corps staff. 

Finally, do not forget to assess your own learning! In Chapter 6, 

you will find a progress checklist so you can chart your growth as 

a classroom manager as the year unfolds. Above all, enjoy your 

teaching (and learning) experience and come back to this book 

often. With each review, you will find another idea that you can 

read about today and implement tomorrow.
Peace Corps 

C h ap t e r 1

Managing Classrooms to Maximize Student 

Learning: An Overview

What Do You Think?

Reflect back on all the classes and classrooms in which 

you were a student, teacher, or observer—including 

those in your host country. With these thoughts in mind, 

complete the exercise below. 

Imagine your ideal classroom. You are in your host country 

classroom. Look around. 

What does your room look like? 

What is in it? 

What are the students doing? 

What are you doing? 

Close your eyes and try to imagine the scene. Write about some of 

your images in the space below.

●

●

●

●
ClassroomManagement | Idea Book

 Peace Corps

You may have a vision of your perfect classroom, but what 

do teachers actually do to make it a reality? This is a common 

question; generations of teachers have looked for ways to ensure 

an ideal learning environment. In this chapter, you will find timetested ideas gathered from education research, host country 

teachers, and Volunteer teachers. Keep in mind that not every idea 

will work in all situations: teachers need to be flexible and have a 

variety of tools to suit the context in which they find themselves. 

Often, a strategy that works with one group of students in the 

morning will not work with a similar but different group of 

students in the afternoon!

Key Ideas in This Chapter 

Three teacher characteristics are essential to support 

student learning. Effective teachers 

•	 have positive expectations for student success;

•	 are good classroom managers; and 

•	 know how to provide good instruction.

Positive Expectations of Student Success

Students tend to live up to the expectations teachers set for 

them. Set your expectations realistically high and consistently 

communicate positive expectations during instruction and your 

students will rise to meet those expectations.

❝Be positive with your students! Let them know you believe 

in them and that they can do it! Encourage and praise 

student attempts (e.g., “You got the first part right, keep 

trying! You’ll get it!”).❞ —Peace Corps/The Gambia

1 Adapted from Thomas L. Good and Jere E. Brophy. Looking in Classrooms, 9th ed. 

Boston: Allyn and Bacon, 2002.
Peace Corps 

Look for opportunities to communicate positive expectations to 

your students.

Meet them at the classroom door with a smile and greeting 

that says, “I am glad you are here today to learn.”

Set challenging but achievable learning objectives and allow 

adequate time for students to accomplish the objectives.

Acknowledge past learning achievements and predict future 

success. “Yesterday we learned adjectives to describe physical 

characteristics. Now we are ready to brainstorm adjectives to 

describe someone’s personality.”

Provide students with an assist, hint, or prompt. For example: 

“Remember the formula for the area of a rectangle? How 

might that relate to the formula for the area of a triangle?”

Ask follow-up questions that make students think. For 

example: “That is an interesting position. What thought 

process led you to it?”

Give lower-achieving and higher-achieving students (and 

girls as well as boys) equal attention and structure learning 

activities to ensure their success.

Prepare core activities for everyone and extension activities 

for those who finish first. One option: ask students who finish 

quickly to assist peers who may have questions. 

Follow up on work that you assign to students. When 

teachers assign work and do not follow up on it, students 

begin to lose motivation.

Reaction to Positive Expectations of Student Success 

“I walk in my classroom. I’m a few minutes late. The teacher smiles 

at me. I go to my desk and start working. I don’t quite finish when 

the teacher asks for volunteers to check our work. I raise my hand 

for the first problem and the teacher calls on me. I say my answer, 

and the teacher says, ‘Good try! Thanks for taking a chance!’ I 

know my answer is wrong, but I feel good anyway. The teacher 

tells us that it’s more important that we try than to always get the 

answer right. The teacher calls us ‘risk takers.’ After I hear the right 

answer and she explains it, I change mine so I’ll remember it.” 

—a student from the South Pacific

●

●

●

●

●

●

●

●

Managing Classrooms to Maximize Student Learning: An Overview
ClassroomManagement | Idea Book

 Peace Corps

Demonstrating your positive expectations of student success 

motivates students, helps ensure their cooperation, and builds 

productive student-teacher relationships. Your expectations 

become a self-fulfilling prophecy. 

The Star Strategy

“At the end of each class, I recognize at least one student 

for something she or he did that day that deserves 

recognition. On a star-shaped piece of paper that I will 

pin to a bulletin board, I write the student’s name, the 

date, and what he or she did. Once a student has three 

stars, he or she can choose a prize from the treasure 

chest. If I forget to give the star, my students frantically 

call, ‘Miss! The star!’”

—Peace Corps/Kiribati primary teacher

Changing Negative Words to Positive Phrases 

During a workshop, Bolivian teachers generated a list of negative 

Spanish words or commands that might be used with students 

and then developed more positive, encouraging terms to use 

instead. For example, instead of saying “You are lazy,” say, “You 

are capable of doing your homework”; instead of “Be quiet!” say, 

“Keep calm, please.”

Collect more ideas to communicate positive expectations of 

student success that fit the host country’s culture from your teacher 

counterpart, other teachers, Peace Corps staff, and students. 

Classroom Management Skills

Classroom management refers to teacher behaviors that facilitate 

learning. A well-managed classroom increases learning because 

students spend more time on task. Chapter 3: “Strategies for 

Classroom Management” probes deeper into the topic and 

includes many ideas. Following are a few thoughts to jumpstart 

thinking about classroom management.
Peace Corps 

What does a well-managed classroom look like?

Students are deeply involved with their work. The climate of the 

classroom is work-oriented, but relaxed and pleasant.

| Peace Corps Volunteers in Bulgaria recommend “classroom 

structure before instruction.”

How to support student learning

Establish classroom rules and procedures during the first days 

of school and consistently and fairly enforce them throughout 

the school year. Be consistent.

Establish a positive professional relationship with students—

the teacher is both in charge and cooperative. You will never 

have enough techniques to get students to behave and learn if 

you do not first create positive relationships. 

Give understandable instructions so students know exactly 

what they are expected to do. (Cultural Hint: Do not ask, 

“Does everyone understand?” In many cultures, students 

would not dare say “No” because that would indicate the 

teacher did not do his or her job well.) 

Use nonverbal signals rather than words. Silent cues are less 

disruptive.

Delegate, delegate, delegate! Students learn skills and 

responsibility, while saving the teacher time. But, teach 

students how to accomplish the delegated task or this time 

saver can turn into a time waster. 

Move around the classroom. Move closer to problem 

spots in the classroom. This tactic tends to prevent or stop 

inappropriate behaviors. 

Have a back-up plan if the lesson is not going well or runs short.

 

●

●

●

●

●

●

●

Managing Classrooms to Maximize Student Learning: An Overview
ClassroomManagement | Idea Book

 Peace Corps

Discuss the classroom management teacher 

behaviors described on the previous pages with 

your counterpart teacher. Ask if they are culturally 

appropriate and inquire about classroom 

management norms at your host school.

❝Classroom management will not make your students hate 

you. On the contrary, students will respect you more and 

be more enthusiastic about learning when they see you are 

serious about education.❞ —Peace Corps/Romania

Using sign language or nonverbal cues encourages a person 

to look at the speaker. Some students who do not do as well 

academically excel in reading sign language or nonverbal cues.

“As much as I want my students to take the content knowledge 

from my class, I also want to teach life skills, like manners. For 

a student who has done something for me, such as turning off 

the lights at the end of the day, I sign or cue, ‘Thank you.’ During 

assemblies, I often catch the eye of a student whose mind is 

wandering and sign or cue, ‘Pay attention, please.’ 

“There are some basic words that I use over and over. I created 

signs or cues for these. In time, the students become involved and 

create signs of their own. They even made up signs for ‘give me 

five.’ Many of my students are kinesthetic learners.”

—Volunteer teacher in Latin America

“Values are caught, not taught.” Teachers who are courteous, 

enthusiastic, in control, patient, and organized provide examples 

for their students through their actions. For example, if the class 

is getting too loud, don’t shout to be heard, speak at a normal 

volume so the class has to be quiet to hear you.
Peace Corps 

Instruction Skills

Instruction is what most people think of as teaching. In addition to 

content knowledge, teachers need the skills to design and deliver 

engaging lessons, and the skills to monitor learning progress.

Cultural note: Using a teaching method that produces 

good results in one culture does not mean it will work in 

a different culture. The method may need to be culturally 

adapted or it may not be appropriate. For example, a 

straightforward, fact-based, logical instructional approach 

is effective in training some teachers, while others prefer 

stories from which they can deduce information. There 

is more about culture and how it influences education in 

Chapter 2: “Teaching in a Cross-cultural Context.”

Both instruction and learning are easier in a well-managed classroom 

where students are expected to succeed. But when instruction fails to 

actively involve students in their learning, they become restless and 

classroom management becomes increasingly difficult.

Effective teachers

Understand students’ level of knowledge and design lessons 

to fit students’ abilities.

Clearly state the learning objective for the lesson. When 

students are told the objective, they know what they are 

responsible for learning.

Break concepts and skills into small digestible learning 

chunks—no more than two or three new ideas per lesson.

Structure lessons so students experience a variety of 

instruction methods and to accommodate different learning 

styles and maintain students’ interest. Change the type of 

activity during the lesson to help students concentrate more 

effectively on each task.

Pace instructions to allow students the time they need to 

achieve learning objectives.

●

●

●

●

●

Managing Classrooms to Maximize Student Learning: An Overview
ClassroomManagement | Idea Book

10 Peace Corps

Incorporate students’ interests into lessons. Use examples from 

students’ daily lives to make lessons relevant. (Community

Content-based Instruction (CCBI) Volunteer Workbook [ICE No. 

M0073] is a great resource.)

Use visuals (graphic organizers, maps, word webs, drawings, 

pictures). Students may understand visuals better than 

words, especially when the teacher and student have 

different first languages. See sample graphic organizers at 

the end of the chapter.

Use silent signals to give directions, such as a finger on the lips 

to mean don’t speak, or a hand behind your ear to mean listen.

Engage students physically and mentally in lessons 

(manipulatives, role-plays, drama, pantomime, games, or 

artwork).

Assess learning to determine if learning objectives were 

achieved. If not, adjust instruction to enable students to learn 

the concepts and/or skills.

Teach to different learning modalities—auditory, visual, 

kinesthetic; right brained, left brained; multiple intelligences; 

learning styles. (See chart on the next page and Nonformal 

Education Manual [ICE No. M0042] Pages 48-49 for more 

information on learning styles.)

❝Use common factors that all teenagers are interested in 

to grab their immediate attention, such as music, sports, 

television and film. Incorporate these interests into your 

lesson plans and real learning will occur.❞

—Peace Corps/Bulgaria

●

●

●

●

●

●
Managing Classrooms to Maximize Student Learning: An Overview

Peace Corps 11

❝Not an artist? Simple stick figures suffice. Copy clip art 

illustrations. Enlist students to provide the visuals—let 

students with artistic talent shine.❞ —Peace Corps/Tonga

Learning from Feeling

(Concrete Experience)

• Learning from specific experiences

• Relating to people

• Sensitivity to feelings and people

Learning

by Doing

(Active

Experimentation)

Ability to get 

thingsdone

Risk taking

Influencing people and 

events through action

•

•

•

Learning by Thinking

(Abstract Conceptualization)

• Logical Analysis of ideas 

• Systematic planning

• Acting on an intellectual understanding of a situation

Learning

by Watching

and Listening

(Reflective

Observation)

Careful observation 

before making a 

judgment

Viewing things from 

different perspectives

Looking for the 

meaning of things

•

•

•

how we process

h

o

w

w

e

e

r

c

e

i

v

e
ClassroomManagement | Idea Book

12 Peace Corps

Lesson planning

Well developed lesson plans help ensure effective instruction 

techniques are incorporated into your lessons. As a rule of thumb, 

it takes about twice as long to develop an effective lesson plan as 

it does to teach the lesson in the classroom. Talk to your supervisor 

or Peace Corps staff to learn about approved lesson plan formats 

for your host school.

| Regardless of teaching styles, traditions and cultures, all highquality teaching has a common goal—student learning.

Thoughts on Instruction from a Peace Corps/Nepal Volunteer Teacher

One reason Volunteers might feel that their classes are “falling apart” 

may be because they are teaching to only one type of learner. For 

example, lecturing day in and day out may leave many students in the 

class lost or bored, which may result in acting out, chatting too much, 

or even missing class. 

Even with few teaching materials and obligations to teach specific 

content, it is possible to be creative and appeal to visual, tactile, and 

auditory learners. Also remember that some students learn well from each 

other in a more social way; they will need to work in pairs and groups.
Managing Classrooms to Maximize Student Learning: An Overview

Peace Corps 13

Summary

This chapter has described three key skill sets teachers need to 

develop in order to support student learning. When all three skills 

sets are present, you provide a positive classroom environment for 

student success.

As you read the rest of this book, you will have opportunities to 

test ideas against host country cultural norms—including different 

value systems. These norms may produce different expectations 

of the roles and behaviors of students and teachers. Keep an open 

mind and continually try and imagine what will work for you and 

your students in your new teaching context. Discuss your ideas 

with Peace Corps staff, counterpart teachers, and experienced 

Volunteers to see if they will succeed in your school.

❝The way to get good ideas is to get lots of ideas and throw 

the bad ones away.

 

❞ —Dr. Linus Pauling

Additional instruction resources:

Community Content-based Instruction (CCBI) Volunteer Workbook. Washington, DC: 

Peace Corps, 2005. [ICE No. M0073]

Nonformal Education Manual. Washington, DC: Peace Corps, 2004. [ICE No. M0046]

Teaching English as a Foreign Language to Large Multilevel Classes. Washington, DC: 

Peace Corps, 1992. [ICE No. M0046]

Teacher has 

excellent 

classroom 

management 

skills

Teacher 

has good 

instruction 

Positive skills

learning 

environment 

Teacher has 

positive expectations 

of student success
ClassroomManagement | Idea Book

14 Peace Corps

Examples and Tools

Sample Graphic Organizers 

Word web

The word web (or cluster map) is used to describe a central idea: a 

thing, a process, a concept, a proposition. The map can be used to 

check students’ level of understanding before planning a lesson, 

as a warm-up or transition, or as a quick assessment. The key 

questions are: What is the central idea? What does this central idea 

make you think about or remember? 

Topic/

Concept/

Theme

Fact/

Information
Managing Classrooms to Maximize Student Learning: An Overview

Peace Corps 15

For example, before starting a unit on a particular period of 

history, brainstorm what students know (or think they know) 

about it. Refer to the web as you teach the unit to help students 

make connections in their thinking, to reinforce what they know, 

or to clarify misconceptions. Or, use the web as a warm-up in a 

mathematics class. Put a number in the middle and ask students 

to think of as many ways as they can to add or subtract to get that 

number. (So, with “5” in the middle, you would get “4+1”, “7-2”, 

“3+2”, etc., radiating from the middle.) 

Compare/contrast chart

This chart can be used to compare and contrast two or more items, 

characters in a story, proposals, etc. List each item to be compared 

along the top, and list the characteristics of the items you want to 

compare along the side.

Example:

Proposal A Proposal B

Cost

Time to completion

Skills/assets needed

Overall end result
ClassroomManagement | Idea Book

16 Peace Corps

Problem-solving organizer

Use this organizer to help students map out their problem-solving 

thinking in any content area. The key questions are: What is the 

problem? What are the possible solutions? Which solution is best? 

How will you implement this solution?

The problem: ______________________________________________

Possible 

Solutions

Consequences

What will happen 

if this solution is 

adopted?

Pro 

or 

Con?

Value

How important is 

the consequence? 

Why?

The best solution is: _________________________________________
Peace Corps 17

C h ap t e r 2

Teaching in a Cross-Cultural Context 

What Do You Think?

Before reading this chapter, think back to an experience 

you had with a foreign teacher or trainer. Perhaps you had 

a college professor or a teaching assistant from another 

country. You can also reflect on host country teachers or 

trainers you have had while in Peace Corps training.

Here are some questions to guide your thoughts.

1. How was their dress, body language, tone of voice, or level of 

formality different from American teachers? 

2. How did this teacher affect your learning, both positively and 

negatively?

3. Did this teacher bring new perspectives to the topic or present 

material using techniques you had not encountered before?

4. Were you always able to understand what the teacher said?

5. Did the examples this teacher use seem relevant to your life?

6. Were this teacher’s expectations of student behavior and/

or academic standards similar to your previous classroom 

experiences?

7. Can you remember an instance when you had trouble talking 

to or explaining something to the teacher? If so, why do you 

think it was difficult?

8. If given the opportunity, would you choose to have this 

teacher/trainer again? Why or why not?

Reflecting on your experience of being taught by someone from a 

different culture might provide insight into how your behavior might 

be perceived by your students. Having a foreign teacher can be 

enriching and frustrating. Much depends on cultural understanding 

and how teaching is adapted to accommodate cultural differences. 
ClassroomManagement | Idea Book

18 Peace Corps

This chapter explores the question of why cultural awareness is 

important when planning and conducting day-to-day teaching 

and learning activities.

Key Ideas in This Chapter

1. Culture matters—it influences day-to-day 

classroom activities.

2. To understand others, you must first understand yourself.

3. To understand the cultural environment of your school 

and classroom requires ongoing effort.

4. Introduce new ideas or changes in a culturally sensitive manner.

What can you do to ensure your students have a positive learning 

experience with their foreign teacher? Start by seeing your 

“cultural” self in the school setting. Then learn as much as you can 

about the host country’s values and assumptions that influence 

how your school is run and how the students and teachers 

behave. This will be an ongoing process your entire Volunteer 

service! Every time something causes you to say, “I didn’t expect 

that!” or “What did he or she mean by that?” you are trying to 

figure out another cross-cultural experience. If you determine 

that introducing change would benefit students, this chapter 

offers some considerations for introducing new ideas or change. 

| Simple definitions of commonly used terms in this book

Culture: “The way we do things around here.”

Values: Principles a group believes are good or right.

Norms: Typical behaviors of group members.
Peace Corps 19

Examine Your Own Culture

❝The essence of cross-cultural understanding is knowing how 

your own culture is both similar to and different from the 

local or ‘target culture.’ For this reason, those who pursue 

cross-cultural knowledge must, sooner or later, turn their 

gaze on themselves.❞ —Culture Matters: The Peace Corps 

Cross-Cultural Workbook, Page 37

What is your cultural intelligence?

“Cultural intelligence” is the sum of the knowledge, skills, and 

attitudes that enable a Volunteer teacher to work successfully 

with students, fellow teachers, administrators, and parents at a 

host school. You are not born with cultural intelligence, nor is it 

acquired overnight.

Remember the three aspects of cultural intelligence with three 

questions: What? Why? How?1

What? Knowledge about cultures

Why? Awareness of yourself and others

How? Specific skills

Knowledge 

about Cultures 

(facts and 

cultural traits)

+

Awareness 

(of yourself 

and others)

+

Specific 

Skills 

(behaviors)

=

Cultural 

Intelligence 

1 Peterson, Brooks. Cultural Intelligence: A Guide to Working with People from Other 

Cultures. Yarmouth, ME: Intercultural Press, Inc., 2004. Page 13.

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

20 Peace Corps

How do you gain cultural intelligence?

First: Increase your awareness of your own cultural values, beliefs, 

traditions, and norms and how they affect your behavior.

Next: Appreciatively observe everyday school life and ask 

nonjudgmental questions. Make tentative assumptions about 

the culture and check your assumptions through additional 

observations and/or discussions with individuals familiar with the 

culture. Learn from your mistakes. Study and practice the language.

Finally: Adapt some behaviors that enable you to function in the 

culture, while maintaining your own values and beliefs. 

Volunteers who have developed cultural intelligence recognize 

cultures have evolved to meet the needs of their people. There are 

valid, but perhaps not obvious, reasons why a culture is how it is. 

Having a reaction to or questions about another culture is natural, 

but it is important to respect the host country’s cultural beliefs, 

values, or traditions. It is their culture and it works for them.

In addition to working with your counterpart and colleagues, you 

might want to find your own personal “cultural coach.” Respectful and 

successful expatriates who have lived in the country for many years may 

be more attuned to the cultural differences than host country nationals. 

They may find it easier to explain cultural differences than your host 

colleagues. Be sure, though, to check the information you get from an 

expatriate with host country coaches, just to be sure it is accurate!

Cultural values

Because cultures are complex, we use models to help understand 

them. The five culture scales described by Brooks Peterson also 

illustrates the differences between low-context and high-context 

cultures.2 Keeping these generalizations in mind may offer 

insight into behavior patterns and relationships you observe 

in your school and community. A simplified model of low 

context (informal) and high context (formal) is shown below as a 

continuum. The ends of the continuum are definitions. People’s 

styles and values may fall all along the continuum. 

2 Peterson, Brooks. Cultural Intelligence: A Guide to Working with People from Other 

Cultures. Yarmouth, ME: Intercultural Press, Inc., 2004. Page 61.
Peace Corps 21

Low Context (Informal) High Context (Formal)

Equality (low 

power distance) ________________________________________

Hierarchy 

(high power 

distance)

Direct 

communication ________________________________________ Indirect communication

Individual is 

important ________________________________________ Group is important

Task focus ________________________________________ Relationship 

focus

Risk taking ________________________________________ Cautious

Context refers to the circumstances in which a particular event or 

action occurs. In reference to culture, context refers to the often 

unwritten rules or norms that have evolved and become part of a 

group’s expected behavior in various situations.

A high-context, or formal, culture evolves when people live 

together for many generations. Because there is so much general 

understanding and shared knowledge, people do not need to 

explain many things to each other; the context gives the clues. For 

example, the form of communication may vary by age. A young 

person speaking to someone older 

may use specific verb forms (honorific 

titles) and/or may look/not look at 

the person, stand or stay seated, 

bow slightly or deeply, etc. All of 

these things are done automatically, 

without much conscious thought.

Everything matters in high-context 

cultures: how you dress, how you 

greet each other, who you consider 

your “family,” and so on. Members of the culture understand 

behavioral expectations from the context. Outsiders find 

behaviors puzzling because they cannot see the context. People in 

high-context cultures are cautious of change because they often 

have long traditions of how things are done.

Typical

U.S. Citizen

Most of the rest 

of the world

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

22 Peace Corps

Low-context, or informal, cultures are relatively young societies 

and often include mixed ethnic groups. Because people do not 

come from generations of living together and knowing everyone, 

they have less shared context on which to base their interactions. 

They tend to ask more direct questions to learn about each other, 

and get to know people for what they do rather than from whom 

they are related. Dress codes may be relaxed and people may 

address each other in a casual manner even across age groups—

the use of first names is common. 

People focus more on doing things, 

rather than spending time nurturing 

relationships. Change is more readily 

accepted as the norm, generally with 

a belief that the future will be better.

Most Peace Corps Volunteers come 

from the low-context U.S. culture, 

unless their family belongs to one 

of the high-context subcultures in 

the U.S. In most of the rest of the world cultures are higher context. 

It is important to remember, however, that this is a model. There is 

diversity within every culture. Also, each individual may find him/

herself in a different place on the continuum depending on the 

situation or context, such as at work, at home with family, etc.

Based on the diagram and description about low- and highcontext cultures, what are five specific differences you would 

expect if your school is in a high-context culture and you come 

from a low-context culture?

1. __________________________________________________

2. __________________________________________________

3. __________________________________________________

4. __________________________________________________

5. __________________________________________________

To learn more about American cultural values read Pages 37–57 and complete 

the exercise “Fundamentals of Culture: Comparing American and Host Country 

Views” on Pages 179–182 in Culture Matters: The Peace Corps Cross-Cultural 

Workbook [ICE No. T0087].
Peace Corps 23

Cultural norms

Cultural norms are often so strongly ingrained in an individual’s 

daily life that the individual is unaware of certain behaviors. Until 

these behaviors are seen in the context of a different culture with 

different values, the individual may have difficulty recognizing and 

changing or adapting them.

Think-Pair-Share Activity 

When we look at a situation, we interpret what 

is happening through the filter of what our 

culture tells us is happening. Read the following 

description of a classroom in a developing 

country written by an American observer.

Teachers’ frequent use of corporal punishment discourages 

students from actively participating in the classroom. Students 

are expected to sit rigidly in their seats and speak only when 

spoken to. Conditioned in that way, it is not surprising they don’t 

feel free to speak out in the classroom; their shyness, however, 

should not be mistaken for lack of interest.

Think about what you just read. What conclusions 

(judgments) were made about learning conditions in this 

classroom? How did cultural values and beliefs influence the 

writer’s conclusions?

Pair with a host country teacher who has also read and 

thought about the classroom description by the American 

observer. 

Share your thoughts with each other and discuss how cultural 

values and beliefs affect how teachers manage their classrooms.

—Activity adapted from a Peace Corps/Tonga pre-service training exercise. 

Classroom description is from Culture Matters: The Peace Corps Cross-Cultural 

Workbook, Page 8.

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

24 Peace Corps

Examine a New Culture

Schools are a microcosm of community culture. They reflect the 

community’s cultural values and take an active role in passing both 

visible and hidden cultural elements to the next generation. Crosscultural experts use the analogy of an iceberg to help explain the 

visible and hidden components at play in a culture. The iceberg 

is used because culture, like an iceberg, is nearly 90 percent 

underwater or invisible. The invisible or hidden parts to culture are 

beliefs, values, and assumptions—the reasons people behave the 

way they do. The visible aspects of culture are things you might 

photograph or observe.

Let’s examine some of the cultural elements that are in, or 

influence, the formal educational setting. 

School culture as an iceberg

•What school stakeholders want students to become as adults (the 

desired outcome of education)•How the individual fits into society•Beliefs 

about human nature•Beliefs about the role of religion in education•Beliefs about 

the value of the individual•Importance of work or study•Motivations for academic 

achievement•Tolerance for change•Importance of “saving face,” i.e., maintaining appearances 

and dignity •Communications styles (direct or indirect)•Attitudes about the roles of men and 

women•Attitude toward authority•Sense of what is fair in assigning grades and discipline

•Attitude about ownership (individual ownership or group ownership)•Attitude toward doing 

your own work or getting help from others•Attitude toward offering money to school officials to 

gain entrance to the school or to assure a favorable grade•Others?

Hidden 

culture/values, 

beliefs, and 

attitudes

 •Behaviors of 

students, teachers, 

administrators•Dress

•Materials on the walls •Furniture 

 arrangements•Types of books and materials •Discipline methods•Classroom activities •Student/teacher relationship

Tip of the iceberg/ 

observable culture
Peace Corps 25

Some examples of how the hidden culture may affect behaviors in 

host schools.

Teachers and friends do what they can to help a strong math 

student gain admission to higher education, even though he 

or she cannot get a high enough score in a language class.

Child-rearing and religious values are reflected in school 

discipline practices. 

Grades may be influenced by the status of the student’s family 

or a “gift” to a teacher or school official. 

Students stand when a teacher enters the classroom.

Good students sit in front and bad students sit in the back of 

the classroom.

An education leader from the Caucasus, during a speech on 

university academic standards, noted that people had always 

accepted bribery for university entrance. They thought it was just 

part of their culture, and they had never even considered that other 

countries had merit-based systems firmly in place. 

 An educational leader from the South Pacific said, “Our students 

need a good education so they can go overseas to New Zealand, 

Australia, or the United States and send money home to their 

families.” In Tonga there is a strong cultural duty for young people 

to maintain the financial well-being of their families. 

By observing visible culture (the tip of the iceberg), and 

understanding low- and high-context culture generalizations, you 

can make some reasonable guesses concerning the hidden values 

of the host school’s culture. 

●

●

●

●

●

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

26 Peace Corps

Six activities to gain insight into the host school culture

➊ A host teacher shadowing activity

This activity allows you to observe the tip of the iceberg.

Find a teacher at the host school who will let you accompany 

him or her for several hours a day.

Watch and listen to what is going on around you and record 

what you observe. Note the differences between what you see 

here and what you would expect to see if you were following a 

teacher in a U.S. school.

Keep this checklist and the points in mind during the first 

school semester. It will take time and knowledge of the host 

language to understand some of these things. You may want 

to revisit the checklist over the course of the year. As your 

language skills improve and your cultural knowledge deepens, 

you will notice more subtle nuances of the culture.

Adapted from Culture Matters: The Peace Corps Cross-Cultural Workbook 

Pages 131-133.

Nonverbal Communication

How do people dress?

How do they greet each other?

Do people maintain eye contact when 

theytalk?

How far apart do people stand?

Power Distance Behaviors

How do teachers treat school administrators?

How do school administrators treat teachers?

How do teachers treat students?

How do students treat teachers?

Do you see evidence of administrators 

delegating authority?

Do you see evidence of teachers 

takinginitiative?

With whom do people eat lunch or have tea? 

Do they eat only with their peers, or is there 

mixing of the ranks? Does everyone share food?

❏

❏

❏

❏

❏

❏

❏

❏

❏

❏

❏

Communication Styles

How do people make suggestions, 

proposeideas?

How are disagreements expressed?

Are people generally direct or indirect in 

their conversation? 

Does this appear to be a high- or lowcontext workplace?

Other Workplace Norms

When people interact, do they get to the 

task right away or talk more generally first?

Are women treated differently than men? If 

so, in what way?

What does the prevailing attitude seem to 

be about rules and procedures and the need 

to follow them?

Do teachers come to work on time and do 

meetings start on time?

❏

❏

❏

❏

❏

❏

❏

❏

What major differences do you see between the host school and schools you are familiar with in the U.S.?
Peace Corps 27

➋ A values and norms clarification exercise

Use this activity to identify similarities and differences in your 

education values and norms and those of your host school.

Instructions:This is a forced choice exercise where you must choose either answer a or answer b. 

Sometimes it will be hard to decide. The purpose is to prepare for a discussion of these topics. There is 

not necessarily one right answer.

Trainees/Volunteers answer the questions to clarify their own education values. 

Invite as many host country education stakeholders (ministry of education officials, school 

administrators, teachers, parents, community members, and/or students) as possible to answer the 

same questions.

Volunteer and host country stakeholder answers might vary. Insights into the cultural values behind 

answers may be gained by discussing why each individual chose particular answers. 

Answer each of the following, circling only one choice:

1. Students should be spontaneous and 

talk out when they 

have something to say.

a. raise their hands 

and participate in an 

orderly way.

b.

2. Homeworkshould be given sparingly and only 

when needed.

a. b. every night.

3. Theclassroomshould be a. student-centered. b. teacher-centered.

4. Teachers should be friendly and 

spontaneous.

a. b. reserved and formal.

5. Teachers should create their own 

curriculum based on 

student needs.

a. follow a set 

curriculum.

b.

6. In group work the process is 

important.

a. the product is 

important.

b.

7. Classassignmentsaremost

useful when theyare

a. done in a group. b. done individually.

8. Theclassroomshould be open with students 

free to move around.

a. b. closed and orderly.

9. Studentsaremostlymotivated by a. internal rewards. b. external rewards.

10. Maleand femalestudents should be held to the 

same standards.

a. should be held to 

different standards.

b.

11. Evaluation should be a. informal. b. formal.

12. It ismoreimportant to a. change values. b. change behavior.

1.

2.

3.

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

28 Peace Corps

13. Thecurriculumshould be

directed toward

a. local community needs. b. national examinations.

14. Gradesare a deterrent to 

developing selfmotivation.

a. an effective 

mechanism for 

motivating students.

b.

15. It is important to cover a. certain content in depth. b. all pre-set curriculum.

16. Standards for disciplineshould

be determined by

a. the individual teacher. school policy and 

tradition.

b.

17. Class timeshould include nontopicrelated discussions.

a. b. be spent on task.

18. Students should betracked by a. ability. b. age.

19. In school, it ismost important to a. learn how to learn. b. learn facts.

20. Teachers should have all the 

answers.

a. are allowed to say, “I 

don’t know.”

b.

21. Teachersand students should suppress their 

emotions.

a. be free to show their 

emotions.

b.

22. Students should expect teachers to show them 

the way.

a. to be taught how to 

find their own way.

b.

—Adapted from Peace Corps/Mauritania

➌ A cultural interview activity 

Encourage students or teachers to think about school 

culture and share their thoughts with the Volunteer teacher 

with this activity.

Student Activity:Cultural Interviews

When teaching within a new cultural context, reaching students can be difficult at first 

because you lack an understanding of your students’ culture and how to relate to them. This 

activity helps bridge that gap.

Note: Because it is often easier to say what others think, in this activity students are asked 

about their friends’ opinions rather than their own. This would also be a valuable activity to 

conduct with your teaching colleagues by changing “your friends” to “your fellow teachers.” 

As mentioned earlier in this chapter, cultural norms are often so strongly ingrained in an 

individual’s daily life that the individual may be unaware of certain behaviors. It is usually 

difficult for people to describe their own culture. By asking indirect questions, you allow 
Peace Corps 29

people to describe in broad terms how they think their culture is perceived by more than just 

one person. These indirect questions can be asked of students individually, in pairs, or in small 

groups. After students have written their answers, they present them, and a class discussion 

is held. This activity gives students an opportunity to reflect on their school’s culture and the 

teacher an opportunity to learn what students are thinking.

What would your friends tell a new student about this school?

What is the one thing your friends would most like to change about this school?

Who is a hero at this school? Why?

What is your friends’ favorite thing about this school?

What do your friends think a new teacher should know about this school?

➍ Compare parents’ aspirations for their children to learn 

about cultural values

This exercise requires a few host country nationals who have 

children (they can be your trainers, teaching colleagues, or 

community members) and a few Americans. You will need a 

blackboard or chart paper.

1. Ask small groups to make a list of the characteristics/values/behaviors they hope 

their children will develop. Items might include ‘successful,’ ‘good students,’ ‘parents,’ 

‘independent,’ ‘loyal to family,’ etc. 

2. Have groups share lists, explaining or clarifying what the items mean. For example, 

what does “successful” mean? It might mean owning a farm or marrying and having 

a family or getting a well-paying job. Once everyone understands both lists, you 

probably will see some differences. Perhaps there are some items on one chart that are 

not reflected on the other.

3. For each item on each chart, discuss what the parents would do to raise their 

children to have those characteristics. For example, if the children are expected to be 

independent as adults, they may be given opportunities to make some of their own 

decisions (like getting an allowance and being able to spend it the way they want or 

choosing what they want to eat in a restaurant). If children are expected to grow up to 

be closely connected to the family, they may spend most of their free time with family 

members and receive money they need for activities from their parents.

4. Generally what will emerge is that the children are raised to carry the values of the 

culture; different values will lead to different child-raising activities. Learning more 

about your host culture’s values in this way may help you understand why schools are 

run the way they are and why students are expected to behave the way they do. 

•

•

•

•

•

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

30 Peace Corps

➎ Use participatory analysis for community action (PACA) 

activities to explore the host school’s culture

Participatory analysis for community action (PACA) tools are 

useful in discovering more about your students, your fellow 

teachers, and your community. Here are some examples of 

how the different tools can be used to teach skills while they 

provide you with important information about your students 

and the community.

PACA Tool Students learn Volunteerteacherslearn

Assign students to create 

dailyactivityschedules

Sequencing and 

writing skills

The time students have 

available for studying, 

homework, after school 

activities such as clubs, 

and tutoring sessions

Have small groups 

of male and female 

students separately draw 

communitymaps 

Group and 

mapmaking skills

Different perceptions of 

boys and girls

Boys’ and girls’ interests 

and concerns; their 

perceptions of the 

community

Teach students priority

ranking techniques

and use them to select 

classroom rules and/or 

consequences

Ranking skills

How to participate in 

group decision making

Critical thinking skills 

Responsibility

Students’ expectations 

for classroom behavior, 

and students’ sense of fair 

consequences

Have small groups of male 

and female students make 

and present seasonal

calendars

Group, organizational, 

and presentation skills

Seasonal differences 

in terms of activities, 

health, and out of school 

obligations; opportune 

periods to schedule 

different lesson activities 

during the school year

Also, consider inviting your counterpart or team teacher to 

do a daily activity schedule to identify possible times for coplanning and to gain a better understanding of their non-school 

responsibilities. Consider ways the other tools might be useful at 

the school, such as the seasonal calendar.

For more ideas, see PACA: Using Participatory Analysis for Community Action Idea 

Book. Washington, DC: Peace Corps, 2005. [ICE No. M0086] 
Peace Corps 31

➏ Attend workshops or faculty meetings in the host country 

Look for opportunities to hear experienced host country 

teachers discuss teaching issues, techniques, and classroom 

management. Ask your program manager if there are local or 

regional meetings or workshops that you can attend.

Introducing Change

By now, you have developed some cultural awareness and have 

adjusted some behaviors to accommodate living with people 

from a different culture. You realize changes are necessary when 

working in a new culture. 

Are there changes you want to make in your 

behavior as a professional teacher, your 

teaching methods, and/or how you promote 

educational change? Below are a few ideas to 

help you fit in with the host school’s culture. 

Use culturally appropriate behaviors to establish 

professional credibility.

Learn the language. Of course, learning the language 

facilitates communication. It also shows respect for the culture 

and a desire to understand the host school’s culture.

Dress and groom yourself for your role as a professional 

teacher: use host country teachers as models.

Behave appropriately when meeting colleagues for the 

first time. (Find out: Do you introduce yourself or is it more 

appropriate for someone else to introduce you? Do you shake 

hands? What should you say—should you talk about your 

family first or your education and experience?)

Observe the correct protocol for meeting with the school 

administrator. (Find out: Do you schedule the appointment 

or does the administrator? How should the administrator be 

addressed? Do you talk about generalities or get right down to 

business? What questions are appropriate to ask? How do you 

know when it is time to leave?)

●

●

●

●

❝Give respect to 

get respect.

—Peace Corps/Mozambique

❞

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

32 Peace Corps

Behave appropriately when first meeting your students. (Is it 

better to do it alone or have the school head or a team teacher 

introduce you? How should you ask students to address you? 

What should you tell students about your background and 

expectations?)

Learn how you are expected to interact with parents. (When 

and where should you meet them? Do you visit their homes? 

During regularly scheduled meetings? Only when there is 

a problem with their son or daughter? How do you address 

parents and how should they address you?)

Learn what community involvement is expected of a teacher. 

(In what types of community activities do teachers participate? 

Are there expectations about their dress and/or behaviors 

even when not at school?) 

Will some of these require you to change what you might do at 

home in the U.S.?

Volunteer-Counterpart Activity 

This activity could also be used with students or 

community members.

Complete the drawing on the next page. Consider 

that the adult in the drawing is you as a teacher. 

Add to the drawing details of dress, statements, and thoughts that 

would reflect a respected teacher at a school in the U.S. Provide the 

student figure with indications that the student respects YOU. 

Invite your counterpart to complete a similar drawing. 

Share your drawings and reflections. Explore together what is 

expected of teachers and students.

—Adapted from Fulbright Teacher Exchange Orientation3

3 Blohm, Judee and Sandra Fowler. Fulbright Teacher Exchange Program 

Orientation. Washington, DC. August, 2000.

●

●

●
Peace Corps 33

How do teachers and studentsshow respect?

 

 

See the appendix for a training session similar to this activity from Working with 

Supervisors and Counterparts, Washington, DC: Peace Corps, 2002. Pages 70-71. 

[ICE No. T0121]

Change and cultural implications

Before you decide to initiate change, consider your options.

A. You inquire about behaviors you don’t understand, determine 

the beliefs and values behind them, and learn to accept their 

cultural rules.

B. You weigh the benefits of doing something “their way” even 

though you are slightly uncomfortable with it because it really 

isn’t all that important.

C. You take time to analyze the things you are thinking about 

changing, pick out one or two you believe are critical, and 

work carefully to make changes in those things. 

What 

he/she 

says

My own 

behavior, 

dress, 

thoughts, 

speech

A student’s 

behavior, dress, 

thoughts, 

speech in 

relation to me

What 

he/she is 

thinking

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

34 Peace Corps

 Think 1-2-3 when considering change in the classroom:

1. How would a change improve student learning? How will 

you know?

2. Are you the one that needs to change? Look within yourself 

before you look at others. It is often best for foreign teachers to 

change the way they act or their attitude to fit in with the host 

school’s culture. 

3. Do you have a strong feeling that if others change there would 

be an overall improvement in student learning? If you do, then 

find ways to involve students, administrators, and parents from 

the very beginning of the change process.

Read the stories of three foreign teachers below. Would the stories 

be different if they had thought 1-2-3? Why or why not?

“The first month or two in class I was always saying, ‘Look at me 

when I talk to you,’ and the kids simply wouldn’t do it. They would 

always look at their hands, or the blackboard, or anywhere except 

looking me in the face. And finally one of the other teachers told 

me it was a cultural thing.” 

—Tony Hillerman from Skinwalkers in Culture Matters: 

The Peace Corps Cross-cultural Workbook, Page 109.

One teacher felt that talking in class was the number one problem 

in dealing with classroom management. “Before you become too 

frustrated and disheartened, keep in mind that in Bulgaria, it is not 

unusual for a teacher to continue with a lesson while his or her 

students chat in the meantime. The students are also accustomed 

to this, so having a silent classroom is not very realistic.” 

—Peace Corps/Bulgaria 

When I entered the classroom, all the students automatically stood 

up until I gave them a signal to sit. I was uncomfortable with this 

deferential behavior and told my students they need not stand 

when I entered the room. Two weeks later, the headmaster asked 

to speak with me. He informed me the other teachers had heard 

my students were not standing when I entered the room and they 

were upset. They regarded this behavior as a sign of disrespect, 

which they feared might spread to their classrooms. They worried 
Peace Corps 35

that I deliberately might be trying to blur the distinction between 

teacher and student. If students put themselves on the same level 

as teachers, chaos would result. It didn’t occur to me that this small 

change in my classroom would cause problems. 

—Adapted from “Upstanding Students” in Culture Matters: 

The Peace Corps Cross-cultural Workbook, Page 124.

A Volunteer teacher in the Czech Republic had difficulty 

communicating with her supervisor. The following change 

benefited both the supervisor and Volunteer: Each Friday the 

Volunteer wrote a short English note to her supervisor, explaining 

what she had done during the week and asking any questions 

she had. When the Volunteer and supervisor met on Monday 

the supervisor had translated the note into Czech to give to the 

Volunteer and was prepared to discuss the Volunteer’s questions. 

One area where Volunteer teachers will need to modify their 

classroom behavior is when (and if) they speak English. Some 

modifications that help ensure understanding:

Speak slowly and clearly, but not loudly.

Keep it simple; use short sentences.

Avoid idiomatic expressions, such as “Am I in the ballpark?”

Use open-ended questions. Close-ended questions prompt 

students to respond as they think you want.

Write key points on the board; students often understand 

better when they see the words.

Use examples to which the students can relate.

Use clear, culturally appropriate gestures.

Give and seek feedback to check understanding. 

Fostering change requires good communication skills. Proceed 

respectfully and slowly.

While Americans usually view change as a positive and inevitable 

force and are relatively quick to make changes, people in highcontext cultures often value traditions and may rarely contemplate 

❏

❏

❏

❏

❏

❏

❏

❏

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

36 Peace Corps

change. Risk-taking outside the cultural norms might be unheard of. 

This high-context cultural tendency suggests it is best to go slowly, 

do not rush through the change process, and be sure to involve 

other teachers, school administrators, parents, and perhaps students. 

A Volunteer advisor to an educational nongovernmental 

organization in central Europe became exasperated with the long 

discussions of what seemed to her to be rather trivial matters. A 

young staff member responded to the Volunteer’s frustration by 

pointing out a key difference: “You Americans decide quickly and 

if it doesn’t work you try something else. We know we can’t afford 

to make mistakes.” 

If you decide to be a change agent, first find a committed local 

partner and start with positive advice; move on to more cautionary 

words later. Know that sustainable change will only occur if local 

people adopt the change as their own and institutionalize it (make 

it part of school norms).

Explain the rationale for change—communicate frequently 

and clearly.

Provide a clear vision.

Seek opportunities to involve people.

Make sure people have the know-how.

Track behavior and measure results.

Beware of bureaucracy.

Expect resistance.

Get resistance out in the open. (See the useful tools 

“Overcoming Resistance to Change” and “Force Field Analysis” 

on the next pages.)

Planning to overcome resistance

When Volunteer teachers and counterparts or team teachers are 

considering changes in instruction or classroom management 

techniques, the table on the following page is a useful model to 

identify proposed changes, reasons for resistance, and strategies 

for overcoming resistance. 

●

●

●

●

●

●

●

●
Peace Corps 37

Overcoming Resistance to Change

Peace Corps/South Africa

Areas of Resistance Reasons for Resistance Strategies for Overcoming Resistance

Using cooperative 

learning strategies

• Fear of losing control 

of class

• No previous experience 

as a learner

• Not sure how to organize 

learner groups

• Not sure how to give 

individual grades for 

group activities

• Explain how using cooperative groups can 

help the teacher manage the class

• Observe others who can model 

cooperative learning activities

• Start with pair work activities

• Use two grades: a group grade (all 

members receive identical grades) and an 

individual grade (based on an assessment 

of a student’s learning)

There is a blank template of this chart at the end of this chapter.

Force Field Analysis is a useful tool in preparing for and working with 

resistance to change. Do the force field analysis with a representative 

group of people who would be involved in the change.

1. Propose a change.

2. Brainstorm driving forces, as well as restraining forces in 

its implementation. 

3. Evaluate both forces in terms of strength. (This is a group 

subjective judgment.)

4. Develop strategies to remove or decrease restraining forces, 

starting with the easily changed ones.

5. Develop strategies to strengthen driving forces, striving for 

win/win solutions.

6. Translate these strategies into action plans: Why? What? When? 

Where? How?

7. Develop a plan to evaluate the effectiveness of your action 

plan, once implemented.

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

38 Peace Corps

Force Field Analysis Example

Proposed change: Incorporate student-centered learning into classroom instruction 

Favoring (driving) forces Restraining (opposing) forces

Students learn to take responsibility 

for their ownlearning and thus gain 

the skills to become lifelong learners.

It is the teacher’s job to 

make students learn. 

Through experiential and discovery 

learning students acquire 

problem-solving skills as they learn.

Experiential and discovery lessons take students 

longer; they will not be able to cover all the 

required material during the school year. 

Students are actively involved 

in learning; consequently, 

more learning takes place. 

Only the bright students will learn. Slower 

students will not be able to figure out what they 

are supposed to learn and become frustrated.

Student-centered learning allows students 

more flexibility in adapting their learning 

methods to fit their individual learning styles

Playing games and group activities 

seem like play; students will not take 

schoolwork seriously.

When students enjoy the learning 

process they are less likely to misbehave.

Teachers will lose face if they are 

not the purveyors of knowledge.

Students acquire planning and 

decision-making skills as they 

participate in student-centered learning.

The national syllabus prescribes what 

students must learn. Students might not 

choose to learn what is listed in the syllabus.

Students tend to help each 

other and learn to worktogether. 

Our school does not have the materials needed 

to implement student-centered activities.

Student-centered learning puts the 

focus on the student and learning.

Teachers have not been taught how to 

teach and use student-centered methods.

Student-centered learning better accommodates 

students who are at different levels of understanding.

Assigning grades is more difficult when 

all students are not doing the same thing.

There is a blank template of this chart at the end of this chapter.

Change is possible

Although change is sometime slow and difficult, it is possible. Some 

Volunteers found that with the support of their host countries’ 

ministry of education, change was welcomed and encouraged.

In the Dominican Republic and in Kiribati, ministries of education 

are actively supporting new and innovative teaching techniques 

in their schools. Volunteers in the Dominican Republic work with 

teachers to implement Quantum Learning techniques—the use 
Peace Corps 39

of neurocognitive strategies to maximize memory retention by 

capturing students’ interest and attention, sharing a common 

experience, and linking new learning with prior knowledge. 

Volunteers in Kiribati model “learner centered” activities. A student 

(or learner)-centered approach empowers students (learners) 

to take responsibility for their own learning. Teachers facilitate 

learning by developing activities and materials relevant to the 

students’ needs and interests. This kind of support is especially 

important in cultures where authority is highly regarded.

Examples and Tools

Sample Overcoming Resistance to Change Chart

Use this template to reveal areas of resistance and determine 

strategies for overcoming the resistance.

Overcoming Resistance to Change

Areas of Resistance Reasons for Resistance Strategies for Overcoming Resistance

Teaching in a Cross-Cultural Context
ClassroomManagement | Idea Book

40 Peace Corps

Sample Force Field Analysis Chart

Use this template to conduct a force field analysis with host 

country stakeholders. The length of the arrow should indicate how 

strong a factor it is.

Force Field Analysis

Proposed change:

Favoring (driving) forces Restraining (opposing) forces
Peace Corps 41

C h ap t e r 3

Strategies for Classroom Management

What Do You Think? 

Using your prior knowledge about classroom 

management and what you have observed so far in 

your host country, complete the activity below. 

What strategies create a classroom that promotes student 

learning? List them.

1. __________________________________________________

__________________________________________________

__________________________________________________

2. __________________________________________________

__________________________________________________

__________________________________________________

3. __________________________________________________

__________________________________________________

__________________________________________________

4. __________________________________________________

__________________________________________________

__________________________________________________

Discuss the strategies you listed with your counterpart 

or other host country colleagues. Are there alternative 

strategies that your counterpart thinks might work 

better? Together, select two or three strategies you 

want to focus on during the term. 
ClassroomManagement | Idea Book

42 Peace Corps

Key Ideas in This Chapter

Your proactive, appreciative classroom management 

will affect your students’ performance. Implementing 

the right strategies will make the difference between a 

learner-friendly classroom and a disorganized classroom. 

•	 Set the tone the first week of school

•	 Establish routines and rules 

•	 Organize a learner-friendly classroom 

•	 Make every minute count

•	 Engage students with proactive strategies 

•	 Teach life skills of good learning habits and self-reliance

•	 Maximize use of scarce resources

•	 Use project design and management processes

The classroom management ideas in this chapter are grouped into 

eight categories. Discipline strategies are covered later in Chapter 4 

and grading strategies in Chapter 5. Consider how you might adapt 

the ideas to your classroom as you read.

Eight Strategies for Classroom Management

Strategy 1: Create an effective learning environment

Benjamin Franklin said: “An ounce of prevention is worth a pound 

of cure.” This is particularly true of a teacher’s actions during the 

first week of school. The effort and time you put into planning 

for the year and thinking through potential pitfalls will help in 

the long run. If you are one step ahead of your students and 

their day-to-day needs, you will manage the unexpected more 

smoothly when it comes along. Students will recognize and follow 

the classroom routine earlier and more easily if you are prepared. 

Students will also see that you are in charge of your classroom, you 

have high expectations of them and you expect them to succeed. 
Peace Corps 43

What to do the first week ofschool

Preparation

Arrange the room to facilitate your proximity to students and 

your mobility. 

Be prepared! You do not yet know your students’ abilities and 

behaviors so have alternative and backup activities ready.

If you are team teaching, plan with your team teacher and 

agree on individual responsibilities to make working together 

in the same classroom more efficient.

Climate setting 

Greet students at the classroom door and tell them what to 

do when they enter the classroom. For example, on day one, 

introduce yourself, ask their names, and assign their seats. 

On day two, greet students by name whenever possible and 

indicate they are to do the one-minute assignment you have 

written on the board as soon as they get to their seats.

Learn every student’s name and something about each student 

as quickly as you can. Use nametags, getting-acquainted 

activities, and/or seating charts.

Tell students about yourself.

Teach subject content from day one. 

Keep lessons focused and doable 

for the length of the class. Clearly 

communicate learning objective(s), give simple instructions, and 

structure lessons to accommodate students’ knowledge and skills.

End class with a routine that summarizes the day’s 

accomplishments, reminds students what they need to do to 

prepare for the next day, ensures materials are put away, and 

leaves the room clean.

Create community 

Develop a set of written behavior expectations (rules 

and procedures) with the class that you can live with and 

consistently enforce. 

Establish cooperative learning groups, give tips for working as 

a group, and practice group work by accomplishing needed 

tasks (e.g., organizing learning centers, decorating the room, 

suggesting class rules and consequences, etc.).

●

●

●

●

●

●

●

●

●

●

❝It is easier to loosen than 

it is to tighten.

—Peace Corps/Malawi

❞

Strategies for Classroom Management
ClassroomManagement | Idea Book

44 Peace Corps

Make parents your allies when you meet them. Describe your 

positive student expectations, briefly explain classroom rules, 

and indicate your willingness to meet with parents.

Cultural note: As you plan for the first week of school, consider 

cultural and school norms. Gather information from teaching 

colleagues about local classroom rules and procedures. Try 

to incorporate many of these familiar practices into your 

classroom management plan to maximize students’ comfort 

level with a foreign teacher.

Establishing classroom rules

Teachers are ultimately responsible for classroom rules. New 

teachers or teachers in a new culture should consult experienced 

teachers and follow their examples in establishing classroom rules. 

Your rules should not contradict school rules. Try to limit your rules 

to five or six.

Rules

identify specific expectations for general behaviors;

have consequences; and

must make sense to both receiver and enforcer.

Post rules where students can see them and you can visually refer 

to the chart. Teach how to behave according to the rules.

❝Set clear, enforceable rules with clear consequences—

do it early! Make sure students know the rules—

translate them and sign an agreement (the teacher 

should sign one, too, and stick to it).

—Peace Corps/Tanzania

❞

●

●

●

●
Peace Corps 45

Have Students Generate Rules

Teachers may choose to involve students in 

determining the rules. Rules developed collaboratively 

tend to promote student cooperation. However, 

reserve the right to modify student-generated 

classroom rules. Ask students in small groups to 

come up with five rules beginning with “always” and 

five rules beginning with “never.” Discuss the lists as a class to arrive 

at five or fewer rules that express the students’ main ideas positively.

Classroom Agreement from Peace Corps/Bolivia 

In Bolivia, Volunteers and their co-teachers collaborate with 

their students to write a classroom set of rules and expectations. 

The activity concludes with teachers and students discussing 

and agreeing to the final list of rules, signing the document, and 

posting it in the classroom to show their commitment to abide 

by the agreement.

Rules About Rules from Peace Corps/Romania

Write simple rules with simple consequences. 

Never create a rule that cannot be immediately enforced. If 

a rule is broken, implement the consequence or you will lose 

respect in the eyes of the pupils. 

Effective classroom management requires everyone to 

respect the rules. 

.

2.

3.

Strategies for Classroom Management
ClassroomManagement | Idea Book

46 Peace Corps

Sample Classroom Rules

Primary level classroom rules

1. Raise your hand to speak.

2. Only one person speaks at a time.

3. Do not eat, spit, or litter in the classroom.

4. Do not fight.

5. Ask permission before you leave the classroom. 

6. Respect other people’s belongings.

—Peace Corps/The Gambia

Secondary school classroom rules

1. Cooperate with your teacher and classmates.

2. Respect the rights and property of others.

3. Carry out your student responsibilities:

• Keep track of your own supplies, books, and assignments.

• Ask for help when you need it.

• Do your own work.

• Turn your work in on time.

• Accept responsibility for grades or other consequences.

—Peace Corps/Tonga

Regaining control of your classroom

It will happen, you will lose control of your classroom. It happens 

to both inexperienced and experienced teachers. Recognize the 

problem and make a plan to re-establish order. If appropriate, you 

may want to stop in and talk to a colleague, Peace Corps staff, or 

school official who can help support your efforts to regain control 

of your classroom.

If there are just one or two students who are disrupting the 

classroom, you may want to focus on those students, rather 

than the whole class. Talk to the students outside of class, call a 
Peace Corps 47

conference with co-teachers, parents, or school administrators, or 

whatever is appropriate in your community.

If you need to start over with the whole class, follow these steps.

Get a good night’s sleep.

Review the classroom rules and procedures again, on your 

own. You might need to revise them with your students.

Put on your “business face” and go to school ready to be firm, 

but positive.

Review the classroom rules and procedures with your 

students. Make sure they understand what your expectations 

are and how to follow the rules appropriately. Be assertive 

and confident.

Once you have reviewed the rules, be consistent in 

enforcing them. Initially, establish a zero-tolerance policy 

toward any transgressors.

“Taking back” your classroom can be implemented any time during 

the year. It is challenging, but keep in mind that the time you take 

to re-establish order and calmness in your classroom will translate 

into greater productivity and learning achievement later in the year. 

Strategy 2: Establish classroom procedures

Classroom procedures communicate how to do daily activities. 

Teach and model procedures until they are routine. 

Suggestions from Peace Corps/Nepal

•	 Write step-by-step instructions for the activity.

•	 Say the steps or read them aloud.

•	 Show the steps visually in writing or through illustrations.

•	 Demonstrate each step or have a student demonstrate.

•	 Have the whole class practice until each student masters the 

procedure and it becomes a routine.

•	 If necessary, reteach procedures.

●

●

●

●

●

Strategies for Classroom Management
ClassroomManagement | Idea Book

48 Peace Corps

Visual Reminders

Here is a useful activity to teach procedures and 

help reinforce them throughout the term. Divide 

your class into small groups. Each group is assigned the 

task of making a visual reminder (perhaps a poster) to 

show the steps in a classroom procedure. These visual 

reminders are displayed in the classroom. When 

a student fails to follow a procedure, you don’t need to say a 

word—get his or her attention and point to the step missed.

❝Teach procedures for routines in the classroom so that 

the environment is predictable and well structured. 

Procedure + Practice = Routine❞

—Peace Corps/South Africa

Use a procedure to begin student work 

For example

Have students sit at their desks or in their groups.

Have everyone get out the materials needed.

Make sure all eyes are on you—use nonverbal cues.

Point to posted assignment and state instructions.

Test understanding by asking students, “What is the first step?” 

or “What are you supposed to do now?”

Work the first few questions or problems as a class and have 

students record the answer(s).

Walk around the classroom until you are sure all students are 

on task.

There is a sample classroom procedures planning guide at the end 

of this chapter.

●

●

●

●

●

●

●
Peace Corps 49

Strategy 3: Create a motivational environment 

The following classroom conditions and strategies will help create 

a classroom climate that encourages learning.

Create an attractive, enriched environment. Get students 

involved by asking them to decorate their own classroom. Use 

student work to decorate when possible, to validate the work 

and to show examples of good work.

Develop lessons at a level that challenges students but is not 

too difficult or confusing.

Give clear directions. Ask student to repeat the directions. 

Engage all students actively. For example, while one student 

makes a presentation, other students take notes or use a rubric 

to assess the presentation.

Demonstrate consistently that you believe all students will 

learn. For example, use short positive words to praise good 

work and behavior (e.g., great idea, fantastic, good job, 

sensational, super). Better yet, if you teach in a local language, 

brainstorm with students words of praise in their language 

and use them.

Teach to different learning styles. For example, write key words 

on the board or use a diagram or visual, and so on.

Make learning intrinsically interesting by relating lesson 

content to the students’ life and local environment. For 

example, make connections between the lesson and local 

current events or common life experiences in that region.

Use vivid, novel, or different attention getters at the beginning of 

the lesson. Use objects or pictures, have students read a poem or 

quotes, have a diagram on the board, or play some music.

Vary lesson presentations to keep teaching from going stale. 

Limit lectures or presentations to 15 minutes before directing 

a student activity. Break the class period into two or three 

different activities (e.g., lecture, group work, report out). Be 

sure each activity segues smoothly into the next.

●

●

●

●

●

●

●

●

●

Strategies for Classroom Management
ClassroomManagement | Idea Book

50 Peace Corps

Structure learning experiences so students feel successful. 

Develop activities at an appropriate level of difficulty and 

consider ways they can participate at two or three levels so all 

students can succeed.

Set clear behavior expectations and consistently reinforce 

expectations.

More than 2,000 years ago, the Chinese philosopher Confucius 

(551-479 BC) said, “You hear and you forget, you see and you 

remember, you do and you understand.” Research has confirmed his 

words. Help your students learn better by always having them do 

something with content you are teaching.

Research conducted by Edgar Dale in the 1960s showed that what we 

recall from learning depends greatly on how the learner interacted 

with the learning material. Typically, we remember 10 percent of what 

we learned in a passive manner (e.g., lecture, reading, observing) but 

we remember 90 percent of what we learn by actively engaging with 

the material (e.g., simulations, active experiments, performing). Dale’s 

Cone of Learning illustrates how much we remember of what we 

learned by the various methods listed below.1

1 Dale, E. Audio-Visual Methods in Teaching, (3rd ed). Austin, TX: Holt, Rinehart, and 

Winston. 1969.

●

●

Read (10%)

Hear (20%)

See (30%)

Hear and See (50%)

Say (70%)

Say and Do (90%)
Peace Corps 51

This learning pyramid shows retention rates for various teaching 

methodologies.

lecture (5%)

reading (10%)

audio-visual (20%)

demonstration (30%)

discussion group (50%)

practice by doing (75%)

teach others/immediate use (90%)

Student Reflection Activity

The following activity will help reveal past educational 

experiences that students remember positively. It also 

helps students focus on their positive school experiences.

Instructions: Read and respond to the following questions. 

Do not use names of past teachers. Be specific and honest 

in your responses.

1. What school event will you remember for many years to 

come? What happened that you remember so clearly?

2. List the special qualities of your BEST teacher.

3. List the special qualities of your FAVORITE teacher.

4. You wake up tomorrow morning and YOU are the teacher. 

What good ideas would you bring to your classroom?

Follow-up ideas

•	 Ask the students to consider their list of good ideas for the 

classroom from question 4. Ask them to suggest ways in which 

you could incorporate some of the good ideas they have into 

your classroom. 

•	 Share the results of the activity with your fellow teachers and 

headmaster. Clarify any information from the activity that you 

might not understand.

•	 Reflect on your teaching. Are there any qualities the students 

like that you could incorporate in your style?

Strategies for Classroom Management
ClassroomManagement | Idea Book

52 Peace Corps

Strategy 4: Make every minute count

Begin on time. End on time. A few minutes of class time saved 

every day could add up to hours of additional academic instruction 

by the end of the school year.

To maximize learning and teaching time

Plan each lesson in advance. Well-designed lesson plans have 

clear learning objectives and provide meaningful activities for 

students to reach the objective. 

Write learning objectives, examples, problems, etc., on the 

board, flip-chart paper, or recycled cardboard before class.

Divide your board into three sections: (1) the left side 

for organizational points (date, objectives, instructions, 

homework); (2) the central and largest section 

for ongoing work that can be erased as the 

lesson progresses; and (3) the right section 

for reference points which students need 

throughout the lesson.

Begin class with “bell work,” which students begin as soon 

as they enter the room. Tasks may be related to the previous 

lesson or related to the lesson of the day. For example, 

students can copy the learning objectives for today’s lesson, 

copy a diagram or a list of words into their notebook, or write 

the most important thing learned during yesterday’s lesson.

Save time by taking roll while students are working, using 

a seating chart or delegating the task to a team teacher or 

student aide.

Make the student aide of the week responsible for handing out 

and picking up papers and supplies.

Be prepared with an emergency lesson or activity. Have an 

organized plan if your planned lesson for the day runs short or 

you need to fill time. Time will not be wasted and students will 

not get bored and act out.

Have activities ready for students who finish their work early—

books for preferred reading, fun worksheets, learning games, 

or art materials.

Use homework folders. Students place their completed 

homework in their folder and remove their checked work. 

When distributing worksheets, place copies in folders of 

absent students; work is ready for the students’ return.

●

●

●

●

●

●

●

●

●

Class time is the 

most valuable 

classroom resource.
Peace Corps 53

Alternative Attendance Taking 

Prepare a tack board with students’ names on the 

left. Each day, post a short answer question. As students 

enter, they can write their answers on a strip of paper and 

tack their strips next to their names. Questions can be fun 

or can review the previous lesson.

Plan, but be flexible! Some Volunteers find that no matter how 

hard they to try to be informed and in the communication loop 

with other faculty members, they are surprised by interruptions 

to regular class time. An unknown holiday, school field trip, school 

children’s presence required to welcome a dignitary to town, a 

school workday, or other events may disrupt your plans. Advice: 

plan some flexibility into your schedule! 

Strategy 5: Keep everyone engaged

Challenging students to think actively involves them in learning 

and develops critical skills. Expect both low and high achievers to 

participate in classroom discussions and answer questions.

Ideasto encourage all pupilsto think

Ask a question, wait three to five seconds (wait time), then call 

on a student. Wait time encourages more thoughtful responses 

and allows slower, as well as quicker, students to respond.

Use the echo technique: one student gives an answer and you call 

on another student to repeat it. “John, tell us what Sara said.” “Mia, 

rephrase Michael’s answer for us.” This process reinforces correct 

answers, involves more students, and improves listening skills. 

Encourage a student to try and answer the question. “Take a risk. 

I think you know it.” Communicates it is OK to make a mistake.

Praise correct answers. “Great thinking!” “Outstanding!” “Well 

done!” Shows teacher believes student is a successful learner. 

Prompt students’ thinking. “Based on what we learned [read, 

heard], what do you think will happen next?” Encourages 

students to think ahead and links past learning to future learning.

Make sure procedures are understood. “We are going to create 

dialogues in groups. Who can remind us how we are going 

to do this?” One student gives information, another repeats. 

Requires students to recall directions for certain types of activities.

●

●

●

●

●

●

Strategies for Classroom Management
ClassroomManagement | Idea Book

54 Peace Corps

Create a question box. Place all students’ names in a box and 

draw a name to answer the question. Once all names have 

been called and the box is empty, place all names back in the 

box and start over. Makes sure all students are asked questions 

and keeps students in suspense as to who will be called on next.

Pose a question and move your gaze to several different 

students during the wait time before selecting a student to 

answer. Adds drama to questioning.

Use total group choral response. Ask a question and then 

twirl your index finger in a circle to signal to the class that you 

want a total group response. This practice helps keep the class 

involved and adds variety to question sessions. (Make sure this 

gesture is not culturally offensive.)

Create a student-to-student chain. 

Call on a student to answer the 

question. That student then poses 

a different question to another 

student, and so on. This method 

stretches the responder’s thinking 

by having him or her ask another 

student a relevant question.

Pass a beanbag (or other object, 

such as a “talking stick”). Ask the class a question, pause (wait 

time), and then pass the object to a student. The student answers 

the question (or not) and returns the stick to you or to another 

student. Use creative variations, such as student to student. This 

is fun and physically involves students.

Have the class indicate if the answer is correct or incorrect. After 

a student or group answers, ask, “Do you agree, class?” Students 

show agreement or disagreement by using previously agreed 

upon gestures, such as one hand up if the answer was correct, 

looking down if it was wrong. Be careful of the gestures you 

choose; showing thumbs up, thumbs down, for example, may 

be inappropriate gestures in some cultures. This technique keeps 

all students involved and has the added advantage of giving the 

teacher an instant check on the students’ understanding.

Correct students’ incorrect answers in ways to encourage their 

continued participation in the learning process. Try some of the 

following techniques.

●

●

●

●

●

●

●
Peace Corps 55

– Sandwich technique: Negative information is sandwiched 

between two positive statements. Example: 

“The first row of problems is correct.”

“Number 12 needs work.”

“The rest looks great.”

– Respond with a question: “Are you sure the Earth is the 

largest planet?”

– Ask: “What leads you to that conclusion?”

– Validate their thought process: “I see how you might think 

that, but did you consider ... ?” 

– Praise the student’s willingness to try an answer: “You were 

brave to try, but it was not the right answer.” 

– Give clues to help the student discover the answer. 

– Once the student has discovered the right answer, repeat 

the question, have the student repeat the right answer, and 

provide praise.

Fun for Younger Students

Save wooden sticks or cut sticks out of cardboard or cereal 

boxes. Write each student’s name on a stick. (You might 

have the students do this themselves and decorate the 

sticks.) Put sticks in a jar on your desk. As you teach lessons 

throughout the day, draw sticks to call on individuals until 

every student has had a chance to participate. When your 

container is empty, replace the sticks and begin again. This 

is quick and students see it as fair—it keeps them on their toes. 

—Peace Corps/Kiribati

What about large and multilevel classrooms?

There is a complete ICE publication on this subject: Teaching English 

as a Foreign Language to Large, Multilevel Classes [ICE No. M0046]. 

The techniques offered in this book are helpful to all teachers, not 

just those who are teaching English. Suggestions include full class 

activities, pair work, group work, and independent study.

Strategies for Classroom Management
ClassroomManagement | Idea Book

56 Peace Corps

Strategy 6: Teach life skills and good learning habits

As you work to create an organized learner-centered classroom 

you can teach students many important skills. Sometimes called 

character skills or life skills*, these are the skills that enable 

students to become mature, confident, and successful adults who 

contribute positively to their communities and society as a whole.

(*Note that the Peace Corps has a publication called the Life Skills Manual [ICE 

No. M0063], which is often used in schools to teach students communication 

skills, assertiveness, how to deal with peer pressure, etc. It was developed to help 

students avoid exposure to HIV/AIDS but can be used in any setting.)

UNICEF and numerous ministries of education recognize the 

importance of life skills training. The relative value of a life skill 

and how the skill is expressed in daily behavior are culturally 

dependent. For example, most Americans highly value initiative, 

effort, and curiosity, while other cultures may be more likely to 

place a high value on respect, patience, and cooperation.

Discuss with your colleagues and community 

members their perception of the merits of 

each of the following life skills and modify the 

list below to fit the local culture.

Representative life skills

Caring Feel concern for others

Common sense Use good judgment

Cooperation Work together toward a common goal or purpose

Courage Act according to one’s beliefs 

Curiosity Want to learn or know about one’s world

Effort Try your hardest

Flexibility Be able to change plans when necessary

Friendship Make and keep a friend, so that you care for and trust each other

Initiative Do something because it needs to be done

Integrity Do the right thing

Organization Plan ahead to keep things in order

Patience Wait calmly for someone or something

Perseverance Keep trying, no matter what

Problem-solving Solve problems, even when they are very difficult

Respect Value the worth of another person

Responsibility Do what you are supposed to do, when you are supposed to do it

Sense of humor Laugh and be playful without hurting others
Peace Corps 57

You can teach many of these skills daily as you manage the 

classroom—teach students how to take responsibility for class 

tasks and praise them when they do well; expect students to treat 

each other respectfully during group learning activities; and model 

the life skills you want your students to acquire. 

Schoolwide Project

Teachers at one elementary school defined life skills 

as “character traits” (responsibility, respect, caring, 

trustworthiness and citizenship*) and made teaching 

these character traits a schoolwide project. Classes 

made up songs, planned an art show, presented 

plays at school assemblies, and honored students for 

exhibiting character traits.

*Citizenship was described as acting in ways to make our schools, 

community, and world better. 

Here are some ideas for making a special effort to teach life skills.

1. Take advantage of “teaching moments” to reinforce life skills. 

For example, remind students, “If everyone helps to clean the 

classroom, we can go to lunch early.” Or, “We have five books 

and 10 students. How can we share them fairly?”

2. Highlight a different skill each week throughout the school 

year. For example, “Class, this week’s life skill is respect. What is 

respect? How do you show someone respect?” 

For younger students you may want to select only three to five 

life skills to emphasize during the term.

3. Have students write stories or do role plays where characters 

exhibit one or more of the life skill traits. Present those to other 

classes or during school assemblies.

4. Have students draw/paint pictures or posters illustrating life 

skills and create a life skill art show.

5. Use journals. Students write about people they have observed 

demonstrating a life skill or write how they plan to use a 

behavior in their own lives. For example, saying “no” to peers 

who pressure them to drink alcohol. 

Strategies for Classroom Management
ClassroomManagement | Idea Book

58 Peace Corps

6. Create life skills tickets. When you see a student demonstrating 

a skill, circle the trait and write the student’s name on the ticket. 

At the end of the month the student with the most tickets is 

named “student of the month.” Come up with a suitable reward. 

Life Skills Ticket

I Saw... Respect Integrity

Initiative Flexibility Perseverance

Organization Sense of Humor Effort

Common Sense Problem-solving Responsibility

Patience Friendship Curiosity

Cooperation Caring Courage

Student’s Name ____________________________________

Date _____________________________________________

Good learning habits depend on a number of life skills: 

responsibility, initiative, organization, effort, perseverance, 

curiosity, common sense, patience, and, at times, cooperation. 

Individuals who know how to learn will do better at all levels of 

their education and will become lifetime learners.

| Classroom management facilitates teaching and learning. 

Good study habits make learning easier.

As you teach, model good learning habits

Structure assignments to encourage an organized approach

Outline the lesson on the board.

Highlight important vocabulary words, dates, people, or tasks.

Break large tasks into doable smaller pieces. For example, for a 

research paper, set progressive goals for students:

research cards due in two days (you return the cards the 

following day with feedback)

essay outline in four days (you return outline the following 

day with feedback)

the completed essay in six days

●

●

●

−

−

−
Peace Corps 59

Use time-management techniques like making study 

schedules, daily goals, to-do lists.

Teach an individual lesson or unit on study skills.

Incorporate study skills and learning strategies in your lessons.

Use graphic organizers to take notes on a day’s lesson.

Demonstrate memory techniques:

Flash cards to use for repetition

Acronyms and acrostics

❝In addition to posting assignments and explaining them 

orally, it is useful to have students copy the assignment into 

their notebooks.❞

—Peace Corps/Tonga Volunteer

Use cooperative learning groupsto reinforce life skillsin

the classroom

Research shows that students who participate in cooperative 

learning experiences tend to earn better grades and display more 

enthusiasm. Cooperative learning is an instructional technique 

where students work in small learning groups. For each activity 

assigned, each student has a role: note taker, timekeeper, speaker, 

supply organizer, etc. Students are responsible not only for the 

material being taught, but also for helping their group learn. 

Cooperative learning can be used:

● in class ● for homework

● after-school study groups ● test review groups

Construct a Class Good Learning Habits Book

Have groups of students take a topic (positive learning 

attitude, listening, note taking, memorization, time 

management, test taking skills, etc.) and create a chapter 

for a class book called Good Learning Habits.

●

●

●

●

●

−

−

Strategies for Classroom Management
ClassroomManagement | Idea Book

60 Peace Corps

Strategy 7: Be creative

You may think your teaching methods are limited by scarce 

resources. But Volunteers and creative colleagues are famous for 

coming up with innovative solutions to better utilize, take care of, 

acquire, and/or create teaching/learning resources. 

Here are a few ideas and resources to get you started.

Use Peace Corps and local resources

Order or download materials listed in the ICE catalog.

Search the Internet to find resources such as pictures, 

maps, activity ideas, arts and crafts instructions, and free, 

downloadable materials.

Find out what local or national professional organizations or 

agencies might have materials, including the U.S. Embassy’s 

American Corners program.

Create writing surfaces

Blackboard paint can be used on walls, planks, and even small 

blocks of wood for children to write on.

Chalkboard cloth can be written on, rolled up, carried to 

class, hung on the wall, erased, and reused. Check the 

Internet for sources. 

Some artificial leather upholstery fabric makes a substitute 

writing surface.

Rolls of butcher paper/commercial wrapping paper can be cut 

to create charts and visual aids. In Eastern Europe, Volunteers 

get donations of old wallpaper and use the back side.

Use limited written materials

Adapting Environmental Education Materials [ICE No. M0059] 

provides several ideas for using one copy of written material 

with a class.

Doing without the Photocopier for A to Z: 26 Creative Ideas for 

Reuseable Language Games and Activities [ICE No. ED197].

Magazines are great teaching aids.

The World Map Project Handbook [ICE No. R0088] shows how to 

enlarge maps, which works for diagrams as well. These projects 

are great for cooperative learning.

●

●

●

●

●

●

●

●

●

●

●
Peace Corps 61

Sources of Donated Books [ICE No. RE003] and Sources of Free 

Periodicals and Databases [ICE No. RE007] may help you locate 

materials for your school.

Make or find other teaching materials

Nonformal Education Manual [ICE No. M0042] describes how to 

use local materials.

What is discarded by businesses in your community?

What are you throwing out that might be reused?

❝Do what you can, with what you have, where you are.

—Theodore Roosevelt

❞

Strategy 8: Use project design and management techniques 

Think of classroom management as a project design and 

management challenge. Here are the steps you and your 

colleagues (and maybe students) would take to create and manage 

a project—applied to classroom management.

Step one Identify the strengths and needs that currently exist 

to facilitate teaching and learning.

Step two Formulate a vision of “what the ideal classroom 

would look like.” 

Step three Collaborate with others to explore alternative ways 

to achieve the vision. 

(This idea book, local educators, ICE resources, and 

the Internet offer multiple classroom management 

tips, techniques and methods.)

Step four Prepare a classroom management plan. There is 

a blank format of a planning guide used in Peace 

Corps/China and Peace Corps/Jordan at the end of 

this chapter.

●

●

●

●

Strategies for Classroom Management
ClassroomManagement | Idea Book

62 Peace Corps

Step five Monitor the classroom management plan to 

determine if it is being consistently followed and 

make adjustments as needed. 

(You may want to take time each week to reflect 

individually and with colleagues about what worked 

and what did not. Also, invite teaching colleagues to 

observe your class and offer feedback.)

Step six Evaluate to determine if the plan is achieving the 

desired vision. There is a sample classroom report 

card at the end of this chapter that is a useful 

evaluation tool. Consider adapting it and using it 

near the middle and end of the school term. 

Step seven Celebrate successes with your students. 

| Be patient with yourself and with your students! Know when 

to ask for help from your counterpart teacher, headmaster, or 

Peace Corps staff.

Examples and Tools

Sample Classroom Procedures Planning Guide

Classroom procedures usually involve the following themes

How will you handle

Talk? Calling on students

When can students talk and to whom?

•

•

Movement? When can students get out of their seats?

Leaving the room during class and at the end 

of class

Seating arrangements

Answer questions sitting or standing

•

•

•

•

Time? Tardiness and absences

Homework

What is being prepared for class?

Students who finish early

•

•

•

•
Peace Corps 63

Teacher/

student 

relationships?

How will you start the year?

What will be your routines?

How do students speak to the teacher and when?

Can students work while the teacher speaks?

What are your rewards and consequences and 

for what?

Will you make an agreement with your students 

about classroom rules?

How will you present/teach your students 

your policies?

How will you give instructions?

Do you expect your students to take 

notes? How?

•

•

•

•

•

•

•

•

•

Student/

student 

relationships?

How are students expected to behave toward 

each other?

What kinds of group work will you use?

Can students help each other?

•

•

•

—Adapted from Peace Corps/Nepal

Sample Classroom Management Planning Guide

Rules

Create three to five positive, clear classroom rules.

1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________

4. ____________________________________________________

5. ____________________________________________________

How will you teach these rules?

List the ways in which you plan to follow up your rules.

_______________________________________________________

_______________________________________________________

_______________________________________________________

Strategies for Classroom Management
ClassroomManagement | Idea Book

64 Peace Corps

Rewards

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Consequences

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Classroom procedures

Include your ideas on addressing student behaviors on these topics 

and any other relevant procedures you would like to implement.

1) starting class

_______________________________________________________

_______________________________________________________

2) sharpening pencils

_______________________________________________________

_______________________________________________________

3) lack of preparation 

_______________________________________________________

_______________________________________________________

4) bathroom/water breaks

_______________________________________________________

_______________________________________________________
Peace Corps 65

5) checking homework

_______________________________________________________

_______________________________________________________

6) working in pairs and groups

_______________________________________________________

_______________________________________________________

7) ____________________________________________________

_______________________________________________________

_______________________________________________________

8) ____________________________________________________

_______________________________________________________

_______________________________________________________

9) ____________________________________________________

_______________________________________________________

_______________________________________________________

10) ___________________________________________________

_______________________________________________________

_______________________________________________________

How will you teach these procedures in the classroom?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

—Adapted from Peace Corps/Jordan and Peace Corps/China

Strategies for Classroom Management
ClassroomManagement | Idea Book

66 Peace Corps

Sample Classroom Report Card

Date_______________School____________ Class_____________

Subject ____________Teacher ___________ (Student Gender M/F)

Please read the statements below. On each line, check the box

that is closest to matching your opinion about the statement.

Almost

always Usually Seldom Never

1 I am involved in learning during class.

2 I understand what it is I am expected to learn.

3 I am treated with respect in the classroom.

4 I have enough time to complete my work.

5 Students are encouraged to ask 

thoughtfulquestions.

6 Students get right to work when the bell rings.

7 We always get a lot of work done in class.

8 Class rules are clear.

9 Students are well behaved during class.

10 The teacher seems to enjoy teaching our class.

11 The teacher and the class work well together.

12 This classroom is a place where I am 

comfortable and can do my best.

Younger students might complete the report card using a show 

of hands.
Peace Corps 67

C h ap t e r 4

Managing Disruptive Behavior

What Do You Think? 

Based on what you have observed so far in your 

host country and what you know to be true in the U.S., 

complete this exercise. 

Imagine a successful day of teaching. Describe what your 

classroom looks like when everyone is behaving appropriately 

and working productively. What appropriate behavior would you 

expect? List below.

Appropriate student 

behavior in U.S. classrooms Behaviors 

appropriate in both 

host country and U.S. schools

Appropriate student behavior 

in your host country

Discuss your perceptions of acceptable student 

behavior with your counterpart teacher to check 

the accuracy of your observations and to better 

understand the reasons behind behavioral norms.
ClassroomManagement | Idea Book

68 Peace Corps

Key Ideas in This Chapter

1. It is easier to teach expected behavior than to 

correct inappropriate behavior.

2. Student misbehavior must be explored in a 

cultural context.

3. Discipline attempts to correct inappropriate 

behavior through consequences and/or punishment.

4. Successful behavior management in the classroom requires 

fairness and consistency.

5. Effective behavior management must be culturally 

acceptable and treat students with respect.

Any classroom has the potential to become a well-managed, 

smoothly running classroom. A good class can become a great class 

if the teacher has solid, consistent classroom management skills. 

No one is born with management skills; they are learned. In this 

chapter Volunteer teachers from several countries share their ideas 

to help you along the path to becoming a great classroom manager.

Teaching Expected Behaviors

Teachers usually have a clear vision of how students are expected 

to behave, but many teachers forget to share that vision with 

their students at the beginning of the year. They assume students 

already know what behavior is expected or that they will pick it up 

along the way. It’s best not to assume anything! You must spend 

some time at the beginning of the year teaching these behaviors 

and coming to some common agreement about what appropriate 

classroom behavior is in your class. After all, each teacher will create 

a unique classroom culture with his or her students. Be clear with 

your students from the start about your expectations. The result 

will be more time spent on teaching and learning and less time on 

disruptions and discipline. Everyone wins. (See Chapter 3 for ideas 

on creating and teaching classroom rules and procedures.)
Peace Corps 69

Before you start an activity, make sure students understand 

the instructions.

Example

In small groups I want you to create two questions about _______. 

I will give you 10 minutes to work. This is how you will do it:

1. After I give the instructions, form groups of four.

2. Discuss what we learned about _______.

3. Decide on two questions you can ask about _______. One 

person must write down the questions.

4. When I raise my hand, stop talking and listen to what we will 

do next.

Let’s make sure everyone understands. Please tell me:

How many students are in a group?

What is the topic?

What are you to do?

What are you to write?

When will you know you have to stop talking and listen to me?

Preventing Student Misbehavior

•	 Establish a working system with rules and consequences for 

the classroom.

•	 Establish a relationship with students based on respect.

•	 Allow students to participate in the creation of consequences.

•	 Give praise to students for appropriate behavior.

•	 Encourage students to work together in positive and 

supportive ways.

•	 Involve parents, the parent-teacher association and 

administration in classroom issues.

•	 Create a committee for students’ welfare or students’ rights.

—Adapted from Peace Corps/Tanzania

●

●

●

●

●

Managing Disruptive Behavior
ClassroomManagement | Idea Book

70 Peace Corps

Reinforce appropriate classroom behavior

Catch students “doing something right” to reinforce good 

behavior. Here are some suggestions from Volunteers in Bolivia, 

Jordan, Kiribati, and Mozambique. 

Letter Game

Volunteers in Bolivia introduced a motivating game as a 

strategy for classroom management. When the students 

are working well and the Volunteer teacher wants to 

commend them for staying on task, she posts a letter 

on the wall or board. As the good behavior continues, it 

is rewarded periodically with another letter, which gets 

the students excited and motivated to stay focused and positive. 

These letters spell out a simple reward like “cookies” or “games,” 

which the students earn with their collective good behavior. This 

process can be drawn out over several classes, and letters can also 

be taken away if the disruptive behavior merits.

Punch Cards 

Determine six to eight behaviors that you wish to reinforce and 

reward. List them in the classroom and discuss them with the 

students. Reward students for these behaviors to reinforce them. 

To earn rewards, give each child a 3-by-4-inch card. When a 

student is “caught being good” (doing one of the listed behaviors), 

punch the edge of his or her card. Students collect punches and 

use their cards to exchange for things they would like to do. For 

example, 15 punches might entitle a student to choose a new seat 

in the classroom, 10 punches might allow a student to wear his/

her hat in school one day, and 20 punches might allow a student 

to select a game to play in class. The reward items are all free. Kids 

love it when we have a “Punch Exchange.”

Cultural note: Make sure these positive reinforcements are 

appropriate in your school. 

—Adapted from Peace Corps/Kiribati, primary school Volunteer teacher 
Peace Corps 71

Reinforce positive student behavior outside of the classroom

Share the student’s accomplishment with his or her parents. Take 

advantage of casual interactions, such as when you see parents 

and students in the community. Or make an effort to discuss 

positive behavior with parents when they come to school for 

conferences or programs.

Why Do Students Misbehave?

There are several reasons a student may behave inappropriately. 

Does the reason make a difference? It should if you expect to try to 

change the behavior.

Stretch your mind a bit by trying to imagine a variety of reasons 

students might exhibit the behaviors below. Try and come up 

with at least three explanations for each, including circumstances 

beyond their control.

Arrive at school late

_______________________________________________________

_______________________________________________________

_______________________________________________________

Don’t have their books

_______________________________________________________

_______________________________________________________

_______________________________________________________

Speak while others are speaking

_______________________________________________________

_______________________________________________________

_______________________________________________________

Managing Disruptive Behavior
ClassroomManagement | Idea Book

72 Peace Corps

Talk to a neighbor when they should be working alone

_______________________________________________________

_______________________________________________________

_______________________________________________________

Add a few of your own—especially behaviors that particularly 

bother you. Do the same exercise of trying to figure out at least 

three different explanations for each.

Compare your reasons with your counterpart 

or other colleagues. Can they suggest additional 

reasons? Does the reason make a difference as to 

whether students should be punished or not?

Student behavior often reflects cultural norms

Observation activity

Think about behavior (and inappropriate behavior) in a context 

broader than just the classroom. Make a point of observing and 

noting what you see in a variety of locations: in the community 

in general (on roads, in the market, where people gather); in the 

family setting; and in informal and formal meetings of adults. 
Peace Corps 73

Note what you observe about the following

What seem to be the behavioral norms around participating, 

taking turns, listening to others, being alone or with others, adult/

child interactions?

_______________________________________________________

_______________________________________________________

What seem to be inappropriate behaviors and how do 

others respond? 

_______________________________________________________

_______________________________________________________

Do you see any patterns? 

_______________________________________________________

_______________________________________________________

Do you observe any behaviors that seem acceptable here that 

would not be in the U.S.?

_______________________________________________________

_______________________________________________________

Conversely, do you observe any behaviors unacceptable here 

that would be fine in the U.S.?

_______________________________________________________

_______________________________________________________

Managing Disruptive Behavior
ClassroomManagement | Idea Book

74 Peace Corps

Think-Pair-Share Activity

Discuss your observations with your counterpart 

or others in your community. You can have some 

interesting conversations with young people, too.

Some concepts to explore:

Guilt vs.shame

When you do something inappropriate, do you feel guilty because 

you know better and are responsible for yourself, or do you feel 

ashamed because you have let other people down? These are 

different orientations and are related to low- and high-context 

cultures. (See Chapter 2, “Teaching in a Cross-cultural Context.”) 

Isolation

Were you isolated—“time out” for kids, “grounded” for youth—

as consequences for inappropriate behavior? Separating one 

from friends and family for a period is a disciplinary technique 

commonly used in some cultures. In others it may be considered 

cruel as it may damage relationships which are considered of 

primary importance. 

Public humiliation

Do you recall being disciplined in front of others, or were you more 

likely told: “See me after class/after dinner”? Public humiliation 

may be considered damaging for one’s self-esteem or causing loss 

of face or shaming one’s family.

Choice of consequences/punishments

Were you ever given a choice, such as “Do you want to miss going 

to the movies tonight or miss your game on Saturday to write the 

paper you did not complete on time?” Giving the person a choice 

of consequences for their inappropriate behavior may be fine in 

some cultures and unacceptable in others. Offering a choice may 

be seen as diminishing the authority of the adult.

 These are examples of value-related issues that may affect what 

are considered appropriate disciplinary actions. See what you can 

discover about these types of issues in your host country. 
Peace Corps 75

Implementing Discipline

Despite your best efforts to engage students in interesting 

lessons and to provide positive reinforcement of appropriate 

behavior, some students will misbehave in your classroom and 

disrupt instruction and learning. What is considered inappropriate 

behavior and how should you manage it?

The answer to this question depends on: the teacher’s tolerance for 

certain student behaviors; the instructional situation (e.g., talking 

is fine during group work, but not during a written test); and the 

school’s cultural norms. 

The table below will help you explore classroom behaviors from your 

perspective. Read the behavioral descriptions in the first column and 

use the Volunteer column to check “yes” if you consider the behavior 

listed to be inappropriate or “?” if you are not sure or it depends on 

the circumstances. Add other possible misbehaviors. 

Is thismisbehavior in theclassroom?

Volunteer Hostteacher Whatmight bea

Yes ? Yes ? useful response?

Arriving to class late

Coming to class without books, supplies

Coming without homework

Speaking out loud without raising hand

Speaking while teacher is speaking

Speaking while another student is speaking

Talking with another student when expected 

to be doing work on own (e.g., math problem, 

reading silently)

Looking at someone else’s paper during a test

Leaving class without permission

Falling asleep in class

Not participating

Not standing when the teacher enters the room

Text messaging during class

Managing Disruptive Behavior
ClassroomManagement | Idea Book

76 Peace Corps

Think-Pair-Share Activity

When you have an opportunity, ask a host country 

teacher to read and rate the same items. Compare 

your answers. 

•	 Where you don’t agree, talk to each other about 

your reasons. 

•	 Ask your host teacher to add other items he or she would define 

as inappropriate. Do you agree? If not, ask about it to find out 

why the teacher sees it as inappropriate behavior.

•	 See if you can learn about circumstances you might not be 

aware of or issues that you had not considered. For example, 

“Why do students arrive late?” or “Why don’t they have books?”

•	 Together discuss the final column. 

Follow-up Activity

It might be informative to have students individually or in small 

groups fill in a table similar to the one above. You will gain insight 

as to what they consider appropriate responses from their teachers.

Consequences and/or Punishment

For the purpose of our discussion, we define punishment and 

consequence as

punishment

A penalty imposed for wrongdoing

consequence 

An act or instance of following something as an effect, result, 

or outcome

Consequences will have their greatest impact when they are 

immediate, consistent, respectful, and seen by the student as 

being reasonable. Consequences will be more effective if a 
Peace Corps 77

BEHAVIOR TICKET

given to

_______________

student feels as though he or she has a chance for a fresh start 

once the consequence has been delivered by the teacher and 

carried out by the student.

Student Action Consequence

Natural/logical 

consequences bear a 

direct relationship to the 

inappropriate behavior. This 

should be the first choice.

Throwing trash on the floor Pick up trash or clean 

theclassroom

Late to class Stay after school to 

makeup work

Name calling Apologize to the person

Unnatural consequences 

do not logically relate 

to the behavior, nor do 

they promote the desired 

behavior. They may cause 

emotional or physical pain.

Throwing something at 

another student

Leave the room

Talking at the same time 

the teacher or another 

student is talking

Slap student

Not doing homework Write 100 times, “I will 

always do my homework.”

❝Learners who build chairs are not apt to break them. Learners 

who wash walls are not apt to make them dirty on purpose. If 

learners are reinforced for keeping their schoolyard neat and 

clean, they are less likely to throw trash on it.❞ 

—Namibian Ministry of Education

Behavior Tickets

Every time a student is disruptive, write him or her a 

“ticket.” Consequences? Three tickets might require 

the student to prepare and give a class presentation 

on a lesson related to the weekly topic. 

—Adapted from Peace Corps/Bulgaria

Managing Disruptive Behavior
ClassroomManagement | Idea Book

78 Peace Corps

Effective consequencesfor misbehavior

Consequencesshould... Rationale Options orExamples 

be gradual, progressing 

from less severe to more 

severe as misbehavior is 

repeated. 

This sends the message that 

students need to understand 

and follow the expectations. 

When they repeat the 

inappropriate behavior, they 

choose the more severe 

consequences.

1. Warning

2. Short detention after 

class or school

3. Written plan for 

improvement

4. Guardian contact

5. Severe case: Send to 

principal/ headmaster

maintain the dignity of 

the students.

Consequences should be 

consistent from student 

to student, and delivery of 

consequences should always 

address the particular 

behavior in question, not 

the student and his or her 

behavioral history.

If three students 

interrupt the teacher 

during a class period, 

they all receive a 

warning.

—Adapted from Peace Corps/Tanzania

Discipline ideas 

Competent teachers use a variety of discipline tools.

Because students have different learning styles and learn at 

different paces, most teachers realize they need to teach the same 

material using several methods to ensure learning. It is the same 

with discipline—one approach does not work for all students 

or in all situations. The solution is to have a variety of discipline 

tools from which to choose. Below is a list of promising ideas. See 

if some of these can be adapted to work for you. There is also a 

consequences worksheet sample at the end of this chapter.
Peace Corps 79

Discipline Ideas That Usually Work 

Put on your business face, stand still for at least 10 seconds (unless 

there is eminent danger of physical harm to the student or others) 

and look at the misbehaving student. This gives time for you to think 

and to get the student’s attention. Then speak softly and slowly.

Check in to make certain the student knows the behavior you 

are displeased with. “What are you doing?” If the student says 

“Nothing,” or starts blaming someone else, ask a follow-up 

question, “What are you supposed to be doing?” 

Ask “what” not “why.” Reserve “why” questions for when you and 

the student have a lot of time to explore the issue.

When a student protests about the consequences of breaking a 

rule, reply, “You chose to break the rule.”

To prevent escalation when a student is angry or disrespectful, 

reply with a neutral comment, “That is your choice” or “I’ll 

remember that.”

Cut off the student if he/she continues behavior or argues. 

“Discussion time is over” or, “We can talk about this (name time and 

place), but right now, (tell student exactly what they are to do)”.

Use “I” messages. “When you _____, I feel disrespected.” 

—Adapted from Peace Corps/Bulgaria, Classroom Management Manual

Managing Disruptive Behavior
ClassroomManagement | Idea Book

80 Peace Corps

A Primary School Idea

The 1-2-3 discipline plan

Give a one-finger warning, two-finger warning, then a 

three-finger warning. After three, the student receives an 

appropriate consequence/punishment.

To provide a visual for this technique and to help students take more 

responsibility, make a cardboard cutout of a large stoplight and 

clothespins with student names written on them. When a student 

receives a “one” warning he clips his clothespin on the green light, a 

“two” on the yellow light, and a “three” on the red light and moves 

to the time-out spot. When he has finished his punishment, he 

removes the clothespin and returns to his regular seat.

❝Many times all that is required in order to nip undesirable 

behavior in the bud is a simple word or action. A stern look 

(I call this my ‘teacher face’), a word directed at a particular 

student, group, or the whole class, or even a soft touch on 

the shoulder will tell students that you do indeed notice 

what they are doing.❞ 

—Peace Corps/Jordan

Volunteer-Counterpart Activity 

How do I handle...?

Read the discipline situations and write your suggested 

actions. Discuss with your counterpart which actions 

might work best given the school’s physical facilities, 

age of students, teacher’s personality, local culture, 

and remembering to treat students with respect. If the sample situations 

aren’t problems for you, write some examples of student behaviors that 

you struggle with and do the same exercise.
Peace Corps 81

Disciplinesituation or

critical incident

Counterpart’s

suggested actions

Volunteerteacher’s

suggested actions

Two students are sitting together and 

exchanging notes during the lesson. 

They do not distract the attention of 

other students, but at the same time 

they are not listening to the teacher. 

—Peace Corps/Ukraine

While you are writing at the board, a 

student throws a piece of chalk at you 

and hits you on the head. From the 

corner of your eye you saw who it was. 

When you turn around, it is obvious 

to you that all the other students saw 

what happened and know who did it. 

—Peace Corps/The Gambia

Several students are not writing in 

their copybooks like you asked. 

—Peace Corps/Mauritania

Add a situation from your school.

—Adapted from Peace Corps/Mauritania 

Considerations for different types of punishments

The charts on the following pages contains typical school 

punishments from different cultures. Some may not be used where 

you are teaching for important cultural reasons. And you may find 

some of these acceptable in your school, although they are things 

you cannot or would not want to do. Read the first two punishments, 

why teachers may use them, and why they are unnatural or 

ineffective. Add some of your own observations. Then, continue 

with the rest of the chart, filling in the information on uses and 

effectiveness. You may see some of these used and not understand 

the rationale. Talk with colleagues to understand their perspectives.

—Adapted from Peace Corps/Tanzania 

Managing Disruptive Behavior
ClassroomManagement | Idea Book

82 Peace Corps

Punishments Considerations

Expel student from class Why teachers may have used this

a. Ends disturbance in class

b. 

c.

Why it is unnatural and may be ineffective

a. Student could actually want this

b. Student misses lesson

c.

Stand in a corner/

time-out

Why teachers may have used this

a. Embarrasses student

b.

c.

Why it is unnatural and may be ineffective

a. Student misses lesson

b. May be culturally unacceptable to isolate students

c.

Writing lines (copying 

lines over and over)

Why teachers may have used this

a.

b.

c.

Why it is unnatural and may be ineffective

a. 

b. 

c. 

No entry—bar student 

from coming to class

Why teachers may have used this

a.

b.

c.

Why it is unnatural and may be ineffective

a. 

b. 

c.
Peace Corps 83

Punishments Considerations

Detention after school Why teachers may have used this

a.

b.

c.

Why it is unnatural and may be ineffective

a. 

b. 

c.

Manual labor Why teachers may have used this

a.

b.

c.

Why it is unnatural and may be ineffective

a. 

b. 

c.

Physical punishments:

• raise hands over head

• kneel

• stand at attention

• push-ups

• run laps

• caning or beating

Why teachers may have used this

a.

b.

c.

Why it is unnatural and may be ineffective

a. 

b. 

c.

Academic punishments:

• prevent from 

takingtest

• lower grade

• extra schoolwork/ 

homework

• write essay on 

how behavior 

affects school

Why teachers may have used this

a.

b.

c.

Why it is unnatural and may be ineffective

a.

b.

c.

Other

Managing Disruptive Behavior
ClassroomManagement | Idea Book

84 Peace Corps

Corporal Punishment

Corporal punishment is a discipline approach currently unacceptable to 

most Americans and is noted as Volunteer teachers’ most problematic 

discipline issue. Unfortunately, there is no quick and easy solution to 

this complicated issue but there are actions Volunteers can take that 

may help eradicate corporal punishment over time. 

| Remember: Anger is one letter away from danger!

—Peace Corps/Malawi

Volunteers are not the only ones troubled by corporal punishment. 

Hundreds of studies have identified the negative effects of 

corporal punishment. The United Nations has clearly expressed 

its view in UN Convention on the Rights of the Child. Governments 

and ministries of education in numerous nations have launched 

programs to reduce or eliminate corporal punishment. Yet the 

widespread practice of corporal punishment continues; the voices 

of those most affected (students) are not being heard. 

Tanzanian Children Report How They Feel About 

Corporal Punishment 

• Children reported hating to be hit, resented the teachers who did 

it, and loathed being punished for something they had not done 

or for something over which they had no control. When they 

received corporal punishment, children reported losing trust and 

respect for their teachers and feeling bitter toward them.

• Children complained that they were often not given a chance to 

explain themselves—adults often hit them before listening to them.

• While children agreed that they should be reprimanded for 

misbehaving, they strongly felt that they should be given a 

warning and explanation first.

• Children feared schools and their teachers. Often the fear was 

so great that they felt unable to concentrate on their studies.

• Children felt they had little recourse when punished unfairly.

• Beatings in school made some children want to avoid school.

• Some girls reported being sexually harassed or forced to have 

sex with teachers under threat of corporal punishment.

—From Peace Corps/Tanzania
Peace Corps 85

Although the negative effects of corporal punishment are 

numerous and well documented, the practice continues because it 

is considered traditional, it often has parental support, and 

teachers may lack effective alternative discipline skills.

Negative effects of corporal punishment 

Provides a model of solving problems through violence

Dissolves the relationship between teacher and student

Affects a child’s physical, mental and emotional well-being

Damages a student’s self-esteem

Causes student to feel shame and humiliation

Causes students injuries

Encourages passive learning and discourages involvement

Creates feelings of fear and hatred toward the teacher 

and learning

—Adapted from Peace Corps/Tanzania

What can Volunteers do to reduce corporal punishment incidents? 

The corporal punishment situation is different in each country, so 

consult Peace Corps staff about this sensitive issue. They can advise 

you concerning corporal punishment laws, cultural norms, and 

organizations that are working in-country to address this problem. 

The country director and Peace Corps staff may also be able to share 

techniques other Volunteers have found to be effective and/or a set 

of guidelines for responding to corporal punishment incidents. 

If corporal punishment guidelines do not currently exist, Peace 

Corps staff, host country partners, and Volunteer teachers may 

want to consider formulating a set of guidelines to inform trainees/

Volunteers of appropriate actions. 

●

●

●

●

●

●

●

●

❝Isn’t it the problem (behavior) we need 

to attack? Not the child!

Namibian Ministry of Education and Culture

❞

Managing Disruptive Behavior
ClassroomManagement | Idea Book

86 Peace Corps

❝Caning of children is a fact of life in Ugandan families and 

schools. It is not something that most Americans condone or 

agree with. To encourage behavior change, you must show how 

the teachers and/or head teachers will personally benefit from 

alternate discipline measures, in addition to showing them how 

to use them. It will not be enough to say ‘it is wrong.’

—Peace Corps/Uganda 

❞

Generally, the strategy Volunteer teachers have found to be most 

beneficial in addressing the issue of corporal punishment is to 

build local teachers’ and administrators’ capacity to use other 

discipline approaches. This capacity building can be achieved 

through one-on-one discussions with educators, modeling 

alternative effective discipline approaches in the classroom, miniworkshops, and working with the community to change attitudes. 
Peace Corps 87

Guidelines for Volunteer Teachers Regarding 

Corporal Punishment

Three things you can discuss

• Your own reactions to corporal punishment and what you 

hope to do instead.

• Alternatives with your counterpart teacher and others who 

are receptive.

• The UN Convention on the Rights of the Child.

Four things you can do

• Set a positive role model in the school by illustrating alternative 

discipline procedures. 

• Work with head teachers on how they set the tone for discipline, 

respect, and educational standards for their school.

• Request and conduct refresher courses on alternatives to 

corporal punishment in all of your schools. You must be 

prepared to provide alternatives which will be effective in 

Ugandan schools. Recognize that many alternatives used in 

the U.S. will require additional work for teachers; therefore they 

may not accept them.

• Invite host country national professionals, such as 

psychologists, lawyers, and human rights advocates, to 

facilitate a workshop on this sensitive subject.

Two things you should not do

• Do not be condescending to the teachers/head teachers 

regarding corporal punishment. It has been a part of their 

norms and culture for many generations. Change will be slow 

and take time. Spanking (or paddling) was a common practice 

in American schools until the 1950s and 1960s. We now feel it is 

wrong. Many Ugandan teachers truly believe that it is the only 

way to maintain discipline.

• Do not threaten the teacher and/or head teacher with reporting 

them to the ministry or local officials. If you want them to change 

their behavior, you need to convert them to another form of 

discipline. Threats create enemies and accomplish little.

—Adapted from Peace Corps/Uganda

Managing Disruptive Behavior
ClassroomManagement | Idea Book

88 Peace Corps

The corporal punishment ideas presented here are intended 

to create awareness of possibilities and suggest a few options. 

Volunteer teachers will individually have to make decisions on how to 

deal with each incidence of corporal punishment, taking into account 

their personal values, cultural norms at the school where they teach, 

and the quality of their professional relationships with host country 

teachers and administrators.

Thoughts on Corporal Punishment 

•	 Find out why corporal punishment is prevalent in Nepal (social 

and cultural factors).

•	 Talk to someone about it—a Volunteer, program officer, 

medical officer, host teacher, or host family.

•	 Share with the school staff how you feel when you see corporal 

punishment in action.

•	 Have a direct talk with the head sir/miss later. Share your concerns 

professionally in one-on-one situations. Suggest alternatives. 

•	 Work toward creating schoolwide rules with the entire staff, 

and then implement the policy in every classroom. 

•	 Conduct a training to demonstrate alternatives with host 

country national experts.

•	 Don’t set your students up for failure. Let them feel successful as 

much as possible.

•	 Find an ally to work with—your counterpart, another teacher, 

a local nongovernmental organization, a parent, a school 

management committee member, an elder in the community, etc.

•	 Work with local nongovernmental organizations if they can help.

—Adapted from Peace Corps/Nepal
Peace Corps 89

Activity to Promote a Noncorporal Punishment 

Alternative Discipline Strategy

You will need credibility and a good professional relationship 

with your school administrator to do this activity. It may be 

more appropriate for your second year of service.

Convince your principal, director, headmaster, headmistress, or 

head teacher to try the following for one month: offer the student a 

choice. The student can take his or her customary “licks” or develop an 

action plan that specifically says how he/she will stay out of trouble.

Check back with them in a month. What happened? 

Note: Experience has shown that when given the option, most 

students chose corporal punishment over planning. From the 

students’ point of view, “licks” were easier than real change through 

thought. Instructional consequences can be “tough” discipline! 

Peace Corps/Kiribati worked with UNICEF to publish a booklet, Don’t 

Hit & Don’t Shout, in the I-Kiribati language. Volunteers gave copies 

to parents and teachers in their host communities. The English 

language version of the booklet is included in the appendix.

| Establish a Student Welfare Committee 

A student welfare committee deals with issues such as conflict 

resolution, the rights and welfare of students, and the expectations 

of teachers. Each school should establish a committee. 

—Peace Corps/The Gambia

Appreciate that people in all societies love their children and 

want the best for them. Be realistic—cultural norms change slowly. 

Model effective noncorporal punishment discipline approaches so 

teachers and school administrators can observe valid alternatives. 

Find individuals at your school or in your community who are 

interested in improving students’ education and work cooperatively 

with them—these are the people who will create sustainable change.

Managing Disruptive Behavior
ClassroomManagement | Idea Book

90 Peace Corps

Use poetry to introduce new ideas to a 

community or in your classroom.

“A Child Learns What He Lives”

If a child lives with criticism

He learns to condemn

If a child lives with hostility

He learns to fight

If a child lives with ridicule

He learns to be shy

If a child lives with shame

He learns to feel guilty

If a child lives with tolerance

He learns to be patient

If a child lives with encouragement

He learns to try his best

If a child lives with praise

He learns to appreciate

If a child lives with fairness

He learns justice

If a child lives with security

He learns to have faith

If a child lives with approval

He learns to like himself

If a child lives with acceptance and friendship

He learns to find love in the world.

—Dorothy Law Nolte

Poem used by Peace Corps/Bulgaria in Classroom Management Manual and Peace 

Corps/The Gambia in A Guide for Teachers in The Gambia, 2001. 

A Volunteer in Guyana used poetry with her class of students to 

capture their interest in learning, to promote self-esteem, and 

to improve classroom behavior. The class worked on the same 

poem for a short period of time several times a week, learning the 

meaning of the verses, what the difficult words meant, and how the 

message of the poem related to them. 

Here is an example of a poem used.

I Can Make a Difference

I can make a difference

Little steps at a time

Kindness here; smiles there

Joviality everywhere

Exemplify good nature

Fueled by sincerity

Harmony promoted

Bright moments created

Exuberance contagious

A ball of chain reaction

Goodwill spreads

The world a better place

I can make a difference

By developing potentials

Productive, fulfilled, joyful

One more able to shoulder the weight

I am but a tiny seed

Within a multitude

But like a purple heart

I can make a difference
Peace Corps 91

Examples and Tools

Sample Consequences Worksheet 

This worksheet can be done at school or as homework. Unless it is 

used in an English class, it will need to be translated into the local 

language. Modify the worksheet to fit your classroom situation. It is 

appropriate for middle or secondary students.

Student Reflections on Inappropriate Behavior

Please think carefully about your answers. An administrator and/or 

your parents could read them in the near future. 

1. Why are you in trouble? What did you do? 

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

2. What will you do differently next time? 

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

3. What help do you need to stay out of trouble? 

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Managing Disruptive Behavior
ClassroomManagement | Idea Book

92 Peace Corps
Peace Corps 93

C h ap t e r 5

Assessment, Grading, and Cheating

What Do You Think?

Before reading this chapter, think back to your own 

experience of being “graded” and other forms of assessment.

1. Did you ever have classes where there was just one test at the 

end that counted for everything? If yes, how did that system 

work for you in terms of learning?

2. What other types of test-taking schedules did you experience? 

How did each help or hinder you in learning the subject?

3. In addition to tests, you probably experienced other types of 

assessment: homework, projects, oral reports, papers, quizzes, 

and so on. List the different types of assessments you have 

experienced and note how each helped or hindered your 

learning in that class.

4. Were you ever graded on group projects? If so, how did you 

like the group learning and grading process? Why?

5. In your educational experience, did you ever have to pass a 

particular test to move to a new level of education or into a 

type of program you wanted to pursue? If so, how did the need 

to do well on that test affect how you viewed what you learned 

in classes and what and how you studied on your own?

6. What has been your experience with cheating: Has cheating 

always been defined the same? What is cheating? What have 

been the consequences of cheating in various circumstances? 

Do you think there are circumstances when cheating is 

justified? Why or why not?
ClassroomManagement | Idea Book

94 Peace Corps

Key Ideas in This Chapter

1. Ongoing assessment of learning provides 

students and teachers valuable feedback 

during the learning process.

2. Grades are intended to measure academic 

accomplishment; therefore, teachers have an 

obligation to grade as fairly as possible.

3. Cheating behaviors are better addressed through 

understanding and prevention, rather than punishment.

4. Cultural norms and traditions shape fair grading practices 

and attitudes about cheating.

Assessment and grading are essential tasks for all educators, 

including Peace Corps Volunteers. Whether you share assessment 

and grading tasks with a team teacher or have sole responsibility, 

you are likely to encounter cultural differences that are 

challenging. Throughout this chapter, Volunteers offer ideas for 

resolving assessment, grading, and cheating concerns and share 

time-saving tips.

As a rule of thumb, make daily learning objectives clear and use 

a variety of assessment tools to ensure that all students have an 

opportunity to demonstrate mastery of the material. Students will 

learn more and produce better results and teachers will have an 

easier time managing the daily life of the classroom.

Try to observe other classes and watch how teachers and students 

behave. Ask local teachers for their best grading tips, how they 

assess students, and their cheating prevention techniques. Invite 

other teachers into your class and request their feedback. Select 

and adapt ideas to fit your teaching situation and host culture 

based on your reading, interviews, and observations. 

Remember, when planning and implementing your assessment 

and grading procedures, one size does not fit all. What is natural 

for teachers and students in one context may appear confusing or 

unfair to others.
Peace Corps 95

Discover Your School’s Assessment Culture

Schools often have a unique assessment and grading culture 

based on ministry of education requirements, tradition, as well as 

the educational philosophies of administrators and teachers. As a 

new teacher, your assessment and grading policies need to reflect 

the culture of your host school. A 

valuable first step is discovering how 

the grading culture affects student 

assessment practices.

Review the following questions 

and select questions to ask a few 

administrators, teachers, students, 

and parents. Add additional 

questions you think are relevant.

How are students assessed?

How frequently is student learning evaluated: daily, with a few 

tests, or with an end-of-the-term examination, etc.?

Are points awarded for class participation, group work, 

homework, etc.?

Does attendance count in assessment and determining grades?

Are points deducted for late work? If so, how many? Are 

students allowed to make up missed work?

Are opportunities provided for extra credit?

Are students allowed to “toss out” a low test, quiz, or assignment? 

Are students allowed to retake exams if they do poorly?

How and when are grades communicated to students, parents, 

and administrators?

What percentage of students is usually promoted to a 

higher class?

Are there any current assessment and grading policies you 

would like to see changed?

After completing this activity, work with your counterpart(s) to 

develop an assessment and grading plan. Review it with your 

supervisor. Once you have a policy for your class, post it and 

provide students copies of the policy, or have students write the 

policy in their notebooks. Make sure the assessment and grading 

policies and practices are clear to your students, as well as to other 

teachers, parents, and school administrators.

●

●

●

●

●

●

●

●

●

●

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

96 Peace Corps

Formative Assessment

Formative assessment is the process of collecting information 

about students’ performance for the purpose of making 

instructional decisions. Timely assessment helps students 

and teachers identify where students excel and where they 

need additional help. Quizzes, tests, and assignments provide 

assessment information, as does informal teacher observation. 

| Ongoing assessment identifies small learning gaps before they grow into large ones.

Successful assessment begins with learning objectives that 

clearly describe what students are expected to learn. Once these 

learning objectives are established, you can decide how to assess 

student performance.

Effective teachers build formative assessment into their lesson 

plans. Ongoing, classroom-based assessment helps teachers 

identify how well students are learning and then make 

instructional adjustments. Experienced teachers use a variety of 

assessment practices throughout 

a term so students have multiple 

opportunities to demonstrate their 

knowledge and skills and teachers 

have multiple opportunities to help 

students who may need extra help. 

After all, a teacher’s main objective 

is to teach the prescribed learning 

objectives as effectively as possible 

to all students. If a teacher is 

assessing student progress on an 

ongoing basis with a variety of 

strategies, students will do better 

on whatever nationally prescribed tests are required, and teachers 

will know with a greater degree of confidence whether or not the 

course’s goals and objectives have been met.

Keep in mind that assessment that leads to a grade may motivate 

students positively or negatively. Grades seen as unfair can 

damage student-teacher relationships. The anxiety surrounding 
Peace Corps 97

examination grades may cause students to cheat, and there are 

many reasons students engage in behavior that we might consider 

cheating. By assessing student learning on an ongoing basis, 

you and your students will be more confident about the level 

of mastery of the material and it may deter cheating. Strategies 

to avoid cheating will also be discussed later in this chapter. By 

setting clear goals and expectations and assessing progress along 

the way, you and your students will have a better idea of what 

your students have really learned if cheating is unavoidable, for 

whatever reason.

| Teachers who assess continuously rather than periodically 

reduce the risk of students dropping behind, not having the 

knowledge or skills to tackle new material, becoming discipline 

problems, or resorting to cheating. 

In Kiribati, Volunteer teachers are encouraged to include the 

assessment techniques they will use to measure learning objective 

attainment in their lesson plans. Assessment techniques can be as 

straightforward as asking the class one or two questions at the end 

of the period or spot-checking a couple of math problems.

Assessment tools and strategies

There are many ways to gauge student progress quickly. The 

following assessment ideas can be adapted to fit a variety of age 

groups and subjects.

Assessment tools can be used for

pre-assessment (gather baseline data);

monitoring progress (formative assessment); or

post-assessment (evaluation).

Tools to assess and measure learning (or gather evidence)

Tests (national, local, teacher made)

Quizzes 

Worksheets

Performances (skits, role plays, etc.) 

●

●

●

●

●

●

●

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

98 Peace Corps

Projects and presentations (including models and experiments)

Portfolios with sample work and checklists

Journal entries, writing samples, reports

Interviews (which can also be taped as pre/post 

documentation of language or reading proficiency)

Strategiesto find out ifstudentsfeel asif they understand

the content 

Which face am I? 

Hang three posters in the classroom: one with a smiling face, one 

with a neutral face, one with a frowning face. Give each student 

a sticky note to stick on the poster that best represents his or her 

present understanding of the material.

Classroom opinion polls

Have students line up in the classroom to indicate their present 

understanding of a topic from “confident” to “needing more time” 

to “understand.” Variations might include

designating the room’s corners to represent different levels of 

understanding.

using physical signals, if culturally appropriate. For example, 

ask students to use their thumbs to indicate their level of 

confidence in their mastery of the material. Thumbs up means 

confidence is high; thumbs sideways means confidence is 

so-so; thumbs down means they feel they need more time 

to understand. (Adapt as necessary with appropriate hand 

signals, or simply use a show of hands for each category.)

Minute paper

Several minutes before the end of class, stop and ask students to 

write a “minute paper.”1 Provide variations of the two questions 

below for students to address in a couple of minutes. Ask students 

to hand in their minute papers before leaving. 

“What is the most important thing you learned in class today?” 

“What questions do you have about the material we covered today?”

1 Angelo, T.A., and K.P. Cross. (1993). Classroom assessment techniques: A handbook 

for college teachers. San Francisco: Jossey–Bass.

●

●

●

●

●

●

●

●
Peace Corps 99

You can also do this orally. Taking a few minutes to hear how 

students respond orally to similar questions can be just as effective 

as writing minute papers. This might be a better strategy for 

younger students or for students with lower writing proficiency. 

As you review completed minute papers, compare students’ 

answers to the question “What is the most important thing 

you learned in class today?” against what you think is the most 

important idea of the class. If the 

students’ answers match yours, you 

have delivered the curriculum with 

appropriate balance. If a number 

of students mention ideas that you 

consider relatively trivial, you have 

a clue that you may not be getting 

your main points across effectively.

Next, look at students’ responses to 

“What questions do you have about 

the material we covered today?” If 

students’ responses are all over the map, you might conclude that 

your class had no major sticking point. But if a number of students 

raise questions about a particular point, you know that you may need 

to modify your instruction to make that idea more understandable.

Muddiest point

At the end of a class or a lecture, ask students to write for one 

or two minutes about the “muddiest point” of the lesson (the 

part of the lesson that is still not understood clearly).2 Collect 

papers before students leave, and use the feedback to adjust your 

teaching, if necessary. 

One sentence summary

Ask students to summarize what they learned in one sentence.

Bell work

Use a bell work question or problem to estimate students’ 

understanding of yesterday’s lesson.

2 Mosteller, Dr. Frederick. “The Muddiest Point in the Lecture.” The Journal of the 

Harvard-Danford Center, Vol. 3, April 1989, Pages 10-21.

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

100 Peace Corps

Assessmentstrategiesto find out ifstudents have learned

the content

Classroom games 

Jeopardy, BINGO, or relays where students have to run to get the 

right answer, are a few examples. Volunteers who teach English as 

a foreign language might also check out Grammar Games [ICE No. 

ED102], which has some classic games that could be adapted for 

other content subjects, too. 

Skits and performances 

Invite groups of students to make up and perform a skit depicting 

an historical event, environmental concern, parent/youth 

discussion, etc., to show their knowledge about the topic or life skill.

Journals

Teachers can determine if students are grasping key points correctly 

by reading brief summaries of lessons or other things students write 

in their journals. Reflecting on what they have learned and writing 

it in their journal encourages students to develop synthesis and 

metacognitive skills. 

Journals can be very time-consuming to read and evaluate. If you 

do not have time to read and comment on every journal entry, ask 

students to put a mark (such as a star or a sticky note) on one or 

two entries they would like you to read and evaluate. Comment on 

those; skim others if you have time. 

K-W-L Chart 

Ask students to divide a piece of paper into three columns. Title 

the first column “what I know,” the second column “what I want to 

know” and the third column “what I learned.”

K

What I KNOW

W

What I WANT to Know

L

What I LEARNED

Figure from Ogle, D.M. (1986). “K-W-L: A teaching model that develops active 

reading of expository text.” The Reading Teacher, 39, 564.570. http://dx.doi.org/ 

10.1598/RT.39.6.1. Copyright © International Reading Association. All rights reserved. 
Peace Corps 101

Before you start the lesson, activate students’ prior knowledge and 

ask them to fill in the “K” column and write all they KNOW about the 

topic you are about to teach. Give them a few more minutes to set 

learning goals (either collaboratively or individually) and write in the 

“W” column what they WANT to know 

about this subject. Collect the K-W-L 

charts and go on with your lesson. 

After the lesson (or the unit), return 

the papers and ask students to write 

in the “L” column about what they 

have LEARNED about the subject. 

After a few minutes of writing, have 

students share what they have 

written. As students share, invite 

the class to add to their own third 

column. Give students a few minutes 

to think about the subject and add 

to their “W” column by writing what 

else they would like to know. This 

could be collected and used to develop further lessons on the topic 

or students could be encouraged to do some independent research. 

You could also ask students to look back at what they have written in 

the first column and clear up misconceptions or misinformation that 

they had before the lesson.

An additional resource is Tools for Teaching Content Literacy [ICE 

No. ED226].

For more ideas on grading and assessment, read Chapter 11 of 

Teaching English as a Foreign Language to Large Multilevel Classes 

[ICE No. M0046]. 

Using feedback from ongoing assessment

A clear benefit to assessing student progress along the way is to be 

able to catch students who have not mastered material before moving 

on to new material. Once learning gaps are identified, you can modify 

new lessons or perhaps use some of these ideas to fill in those gaps. 

Pair students who have mastered the material with students 

who need additional help and offer some peer-teaching time 

in class or after class.

●

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

102 Peace Corps

If team teaching, have one teacher take aside a group of 

students who need additional time on a subject and work 

with those students.

Consider re-teaching a topic using a different instruction method.

Arrange more practice by preparing an additional homework 

assignment or an additional brief review in class.

Grading

Unfortunately, or perhaps fortunately, there are no hard-andfast rules about the best way to grade. Grading is an evaluation 

process—judgments are made about the value of a student’s work 

and points or grades are assigned. 

Grades are used to

inform the teacher about what students have or have not learned. 

stimulate and encourage good work by students.

improve students’ capacity to reflect and evaluate their learning.

select individuals for continued education or recognition.

For some students, grades are also a sign of approval or 

disapproval—students take them very personally. Because grades 

affect students’ lives, teachers have a responsibility to develop 

and communicate a clear, rational grading policy—a policy that 

students, parents, and school administrators consider fair.

| When assigning grades, apply the mantra:Be clear! Be fair! Be consistent!

A clear, fair, culturally appropriate evaluation policy makes grading 

easier. And, if you grade carefully and consistently, you can reduce 

the number of students and parents who ask you to defend a grade. 

Use the activity completed at the beginning of this chapter to 

identify culturally appropriate grading practices at your host school.

●

●

●

●

●

●

●
Peace Corps 103

How Do I Handle Grading? 

Grading can often be a source of stress at school, especially at the 

end of a semester or term. Students who did not do so well in the 

beginning of the term suddenly feel pressure from their parents or 

classmates. They may feel pressure to make up for lost time.

The following tips will help you avoid discrepanciesin grading:

Know the rules. Generally, American teachers use more 

assessments and provide more grades per term than host teachers. 

Be aware of this as you grade your students, and make sure you 

understand the grading terms set by the Ministry of Education. 

Negotiate with your teaching partner(s) how you will assess and 

grade students. 

Make your grading criteria clear. When you give an assignment, 

let students know what is expected before beginning the 

assignment. Tell students what you are looking for in an 

assignment before they begin working and make sure they 

understand your expectations and how it will be graded.

Explain your grading system. Whether you grade on a point 

system or with a rubric, be sure your students know how your 

system works from the very beginning of the term. If you explain 

to them how you calculate their grades, it may help promote 

self-discipline in terms of staying on top of their grades. In some 

countries, the students keep a journal or special book to keep track 

of their grades. 

Post your grading policy. Your grading policy should be posted 

and available for students, parents, and administrators.

Have parentssign tests. After you have returned an assignment 

or test with the grade written on it, have your students get their 

parents’ signature and return it to you. Keep the assignment and 

test on record in the event of any future dispute about the grade. 

(Tip: Find out if this would be culturally acceptable in your school.)

—Adapted from Peace Corps/Bulgaria

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

104 Peace Corps

Student-friendly grading practices

Offer alternative assignments to demonstrate the 

understanding of a concept or mastery of a skill. Student 

portfolios are one way to implement this idea.

Assure consistency by using a scoring guide or rubric.

Familiarize yourself with the question format of national 

examinations. Use similar formats with classroom assessments 

to help students gain proficiency in taking the exams.

Ask your counterpart or another teacher to review some 

papers you have scored or graded to determine if your 

scoring/grading is consistent with the norms in your school.

Highlight what a student did well in addition to items that 

were wrong or need improvement.

| Rubrics help remove some of the subjectivity of grading. A 

well-developed rubric helps the teacher and student see 

areas of strength and weakness and allows students to focus 

on areas that need improvement. Rubrics help teachers 

monitor individual and class progress on learning objectives 

so teachers can adjust instruction accordingly. (See samples 

at end of chapter.)

Retest on the same material a week or so later, after 

providing additional assistance, when most of the class does 

poorly on a test.

If students complain, have them write out the specifics of their 

complaint or justification for a grade change before you begin 

discussing a complaint.

●

●

●

●

●

●

●
Peace Corps 105

Cultural note: Final grades are not always a teacher’s 

prerogative. In some countries where Volunteers teach, final 

grades are based on national examinations which favor 

students with good reading and test-taking skills. National 

exams may be given in a country’s second official language—

so proficiency in the test language sometimes becomes more 

important than knowledge of the subject.

Students may be beaten by parents if they do not achieve an 

expected grade.

Because resources are limited, only a few students may be allowed 

to pass national examinations, even though others have the skills 

and ability to succeed at the next level of education.

Gender inequity may affect grades. In certain societies, girls 

are at a disadvantage when they miss school or have little 

study time due to heavy household responsibilities or when 

a family feels a son’s education is more important than a 

daughter’s. In other societies (South Pacific societies are 

examples), boys’ grades tend to be lower than girls’ because 

families grant boys more freedom. Absenteeism and lack 

of attention to homework are reflected in lower grades and 

reduce the boys’ opportunities for higher education.

In many countries where Volunteers serve, grades play a big 

role in denying or permitting students’ access to the next level 

of education. The pressure to succeed can cause great anxiety 

among teachers, students, parents, and administrators. This 

may lead to cheating on the students’ part, or bending and/or 

manipulating rules and policies by teachers, administrators, 

and parents.

Volunteers often cringe when students’ grades are publicly 

announced, from highest to lowest in the class, at end-of-school 

assemblies or published in the paper. This practice may be a 

longstanding tradition in the community.

Some Volunteers have reported that teachers accept payment 

for higher grades or that grades are given based on the 

standing of a student’s family in the community.

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

106 Peace Corps

Culturally based grading practices viewed as unfair may cause 

Volunteers a considerable amount of stress. Railing about these 

inequities rarely results in change. A better approach is to model 

more effective assessment practices and to keep reminding 

yourself: “A mountain is climbed one step at a time.” 

Time-saving grading tips

Have students exchange papers and score or correct each 

other’s quizzes and homework as you review them. This 

practice also reinforces correct answers. 

Establish and teach a standard procedure for the placement 

of names and dates on student papers. Assign each student 

a number that corresponds to his or her name in your grade 

book, and have students place their numbers, as well as their 

names, on all papers. This facilitates sorting and recording 

and enables classroom assistants to do these tasks with 

greater accuracy.

Lay five or so papers side by side and grade all of one question 

or problem before moving to the next. This technique saves 

time and increases grading consistency.

Cheating

Most Volunteers will have to deal with cheating within their 

classrooms and will find that the issue has cultural implications 

that may be new and foreign to them. However, it is a student 

behavior that is better addressed through understanding and 

prevention, rather than punishment.

How does cheating affect individual and group learning? 

Students do not remember as well when they copy from 

others as when they do their own work. 

Students are aware when cheating is allowed to occur—the 

teacher’s credibility is diminished, honest students are 

disadvantaged, and they may feel compelled to cheat just to 

keep up.

Unchecked cheating can become an individual and/or group 

habit that erodes students’ motivation to learn.

●

●

●

●

●

●
Peace Corps 107

Cultural note: Motivation for behaviors perceived as cheating 

probably differ in individualistic and cooperative cultures. 

Also, cultural norms play a major role in determining what 

behaviors are labeled “cheating.”

In a discussion with students, David Callahan, author of 

“The Cheating Culture: Why More Americans Are Doing Wrong 

to Get Ahead,” identified three forces driving widespread 

cheating in the individualistic U.S. culture: 

1. a focus on money and winning; 

2. fear and insecurity (employment is less secure; students are 

afraid they cannot get into or pay for good schools); and

3. sleeping watchdogs (those who should enforce a level 

playing field in society are not doing their jobs).3

Loss of face and cooperative values are two of the forces that 

drive cheating in other societies. For example, in many countries 

students must excel on national tests in order to get into good 

schools and universities. In other countries, education is the one 

area where individuals can excel above others.

First try to understand WHY students cheat, WHAT is considered 

cheating, and HOW cheating takes place before planning how you 

will prevent cheating in your classroom.

Brainstorm with your teaching counterparts about

what is considered cheating in your own respective

cultures and why students cheat.

3 Callahan, David. “On Campus: Author Discusses the Cheating Culture with 

College Students.” Plagiary, Vol. 1, No. 4 (2006), Pages 4-5.

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

108 Peace Corps

Through your discussion with your counterparts, you are likely 

to find that students “cheat” for several reasons, although the 

behavior might not be considered cheating in the same way that 

we think of it in the United States. 

Understanding Cheating

Conduct this activity in your classroom at the beginning 

of the term to help you and your students develop a better 

understanding of the concept of cheating. Note: Consider having 

your teacher counterpart conduct this activity if it is culturally 

more appropriate or if language barriers make discussion difficult.

Instructions: Give small groups time to discuss the three 

questions below. Ask each small group to present its list to the 

whole group. 

Discuss the lists’ similarities and differences and what might be 

done to reduce or eliminate the reasons for cheating. 

What actions

are considered

cheating?

1.

2.

.......

What are the top

five reasons

students cheat?

1.

2.

.......

How does

cheating affect

student learning?

1.

2.

......

From your discussion with counterparts and students you may 

discover that: 

In highly collaborative cultures students are expected to help 

one another. They want to support their friends or siblings to 

succeed (which is often focused on test scores/grades rather 

than focused on the learning process).

Students often take entrance exams to be in a “good school” 

and those who get in to the good schools are considered 

especially smart and clever within their communities. Teachers, 

●

●
Peace Corps 109

administrators, parents, and other students expect them to 

always get good grades. If one of these students is struggling, 

others may feel obliged to help them. In such a case, changing 

grades or promoting a student is not considered cheating. 

In many countries students are placed in classes geared 

toward one academic profile, such as mathematics, science, 

social studies, humanities, etc. These students typically will 

do well within their profile, but they may struggle in other 

subjects. For example, a gifted physics student may perform 

poorly on English exams. These students feel compelled to 

get high grades in all subjects so they can continue to higher 

levels, so teachers, students, and parents might go to great 

lengths to make sure the science whiz also gets top grades in 

English, even if his/her work is not strong in that area.

❝Keep in mind that in the end, cheaters only cheat themselves, 

and as difficult as it might be, in some cases it may simply be 

easiest to ‘let it go’.❞ —Peace Corps/Bulgaria Volunteer

Be slow to make judgments. Remember, school administrators, 

teachers, and students in other cultures do things in certain ways 

because it works for them. Your methods may be better for you, 

but maybe not for them. By all means, share your ideas, but don’t 

be surprised if they are not enthusiastically received.

●

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

110 Peace Corps

Counterpart-Volunteer Teacher Activity

Along with your counterpart(s), read the following 

critical incidents from Peace Corps/Ukraine and 

Peace Corps/Mauritania. Write down what you 

would do, and discuss your answers together. Try 

to agree on teacher actions that support student 

learning and are culturally appropriate.

You teach more than one section of the same class. After you have 

given a few quizzes, you begin to notice that the students in the class 

at the end of the day consistently perform better than the students in 

the earlier class. You realize that students who have taken your quiz 

are revealing the quiz questions to students who have not yet taken 

it. (What do you do?)

During the class you noticed that the student answering your 

question was actually reading the whole answer from an open 

notebook on her neighbor’s desk. (What will you do?)

It is the beginning of the school year and you are administering 

your first quiz. You notice that many of the students are cheating 

by looking at each other’s papers. The class consists of 50 students 

sitting very close to each other on benches. There is neither space nor 

extra benches to separate students. (What will you do?)

You collect a homework assignment and notice that nearly every one is 

identical, down to the incorrect answers. You realize that many students 

have copied their homework from one student. (What do you do?)

Ideas to prevent cheating

Volunteer teachers in many countries have faced the problem 

of cheating and have developed numerous creative cheatingprevention tactics and some suggested consequences. Adapt the 

ideas you feel comfortable with and that have merit in the cultural 

context of your host country.
Peace Corps 111

Before you administer your first exam

Make sure that your test accurately represents what you 

have taught and that it isn’t too difficult. Utilize spot-check 

assessment strategies prior to big exams to make sure your 

students are prepared.

Discuss policies concerning cheating with your director 

and/or other teachers in your school before implementing 

innovative ideas.

Define and, if necessary, demonstrate what cheating is before 

the first quiz or examination. Discuss what you consider 

cheating, what is unacceptable, and what you expect from 

your students. Be sure the consequences for cheating are clear. 

Discuss personal responsibility and accountability as 

important life skills.

Provide a grading rubric so students will know the factors on 

which they will be evaluated.

Post rules about cheating and review them briefly before 

each test.

Establish your exam-taking policies prior to exam time. For 

example, if you will not allow visits to the restroom during the 

exam, let your students know in advance.

●

●

●

●

●

●

●

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

112 Peace Corps

Make adjustments as you go

Give a “practice” test to assess the cheating situation. Modify 

future tests accordingly.

Give questions that require short answers rather than fill-inthe-blank or multiple-choice tests so it isn’t easy to copy.

Ask students to keep their exam papers covered with a piece 

of extra paper to keep neighbors from easily seeing their 

exam papers.

Make multiple versions of the test.

Use positive reinforcement (or incentives) to encourage 

students not to cheat (e.g., if no one is caught cheating during 

a test, the class will get to see a movie/DVD the next afternoon).

Evaluate creatively

Use alternatives to tests. A review game is often as effective as 

a quiz.

Capitalize on students’ willingness to help each other succeed. 

Give a test to be completed as a group effort. You will learn a 

lot about your students as you monitor the group work.

Allow students to come into the test with “cheat sheets”—

notes that they are allowed to use during the test. For 

example, students may bring in two 3-by-5 cards with notes 

written on them, or give an “open-note test” where they may 

use all of their notes from class. This may allay some of the 

anxiety that test taking provokes. And, the process of making 

the note cards supports review and learning!

When possible, give exams that include short essay questions 

or require personal-experience answers so that students must 

give original ideas.

Use a rubric that is distributed before an exam or project. After 

the exam, have students exchange papers and evaluate based 

on the rubric.

Change things up, move things around

Ask another teacher to come in and help you administer and 

observe during an exam, particularly if you have a large class.

Have students place their book bags between themselves and 

their neighbors to provide a bit of a physical barrier.

●

●

●

●

●

●

●

●

●

●

●

●
Peace Corps 113

Change the seating assignment on exam days—perhaps 

alternate boys and girls in a row (or alternate boy bench, girl 

bench). Separate friends.

On exam days, move to a larger space and spread out, or build 

more benches to give students more room.

Move repeat offenders—preferably closer to you.

Monitor students closely, and if you see wandering eyes, take 

out your red pen. Sometimes this silent caution is enough to 

keep eyes where they should be.

Rearrange seating so students are not seated near each other. 

For example: facing outward in a circle so they cannot see the 

person next to them; seat students in rows far apart, etc.

Move around during the test so you have many different views 

of students.

Consequences for cheating

It is easier and more pleasant in the classroom if negative behavior, 

including cheating, is prevented, but this is not always possible. 

You must be ready, willing, and able to assign appropriate 

consequences when cheating is observed. Remember to be fair 

and consistent in your approach to all students.

●

●

●

●

●

●

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

114 Peace Corps

Suggested consequences 

General

Discuss the problem with the student outside of class. Give the 

student a chance to explain the behavior and tell the student 

what will happen in the future if this behavior occurs again.

Take away privileges, give detention, void the test for 

everyone, or don’t let the student participate in a special 

event, etc. 

For widespread cheating, give a new assignment or exam, or 

fail everyone, if culturally acceptable in your school.

Cheating on homework assignments or class assignments

Give a failing grade (or do not give a grade) on the original 

assignment and have the student complete the same or 

equivalent task after school, under supervision. Determine if 

you will give full credit or partial credit for the effort.

Cheating on exams

Warn your students prior to the exam that anyone caught 

cheating will automatically receive a failing grade on the 

exam—stick to this policy if you catch someone cheating.

●

●

●

●

●
Peace Corps 115

If you see someone cheating, quietly remind the whole class 

during the exam that cheating is not acceptable. If the student 

persists, consider taking his or her paper away, if it would be 

culturally acceptable.

Take test paper away, but give a new one and allow the 

student to start over using only the remaining time.

Write a red question mark on the top of the student’s test 

as a warning. Allow one or two red question marks before 

revoking the examination at the third instance of cheating.

—Adapted from Peace Corps posts in Bulgaria, Mauritania, Mozambique, and Nepal

It is not realistic to expect that you will be able to stop all cheating. 

But you can model professional assessment and grading practices 

that facilitate learning and increase awareness of how cheating 

diminishes a student’s ability to learn.

Examples and Tools

Sample Rubrics

Rubrics are useful tools to use when trying to communicate your 

expectations to students about their work. Develop a rubric before 

you teach a particular topic and before you assign a project. Review 

the rubric with students prior to starting the unit or project and 

describe what kind of work product will result in a particular rubric 

score. When possible, review with your students examples of papers 

or projects that received certain rubric scores. For example, what 

would a paper need to look like in order to score a “4” or “advanced” 

on any of the rubrics below? If the answer is clear in your mind and 

in your students’ minds, you will grade more consistently and your 

students will have a better idea of what is expected of their work. 

Students will also have a clearer understanding of why their paper 

was scored the way it was, and areas in which they need to improve 

to receive a higher rubric score.

Rubrics can be simple or detailed depending on the assignment. 

Here are two math rubrics, one detailed and one simple. Adapt 

the language in the rubrics to better describe an assignment in 

your classroom.

●

●

●

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

116 Peace Corps

Math (Detailed)

Holistic Scale

Score Description of Score

4 Uses mathematical language (terms, symbols, signs, and/or representations) 

that is highly effective, accurate, and thorough, to describe operations, 

concepts, and processes.

3 Uses mathematical language (terms, symbols, signs, and/or representations) 

that is partially effective, accurate, and thorough to describe operations, 

concepts and processes.

2 Uses mathematical language (terms, symbols, signs and/or representations) 

that is minimally effective and accurate, to describe operations, concepts, 

and processes.

1 An incorrect response—attempt is made.

0 Off task, off topic, illegible, blank or insufficient to score.

Source: Maryland State Department of Education, Sample activities, student 

responses and Maryland teachers’ comments on a sample task: Mathematics Grade 8, 

February 1991.

Math (Simple)

Holistic Scale

Score Description of Score

3 Response is exemplary, detailed, and clear

2 Response is generally correct

1 Response is partially correct, but lacks clarity

0 No response or response is incorrect

Source: Temple Independent School District, Temple, Texas.

You can score assignments using more than one scale with a 

rubric. The previous math rubrics scored assignments using only 

one scale. The technical writing rubric below scores papers on five 

different scales (or characteristics). You can adapt the language of 

each of the characteristics to suit the assignment you are giving to 

your students, alter the characteristics you will be grading, or adapt 

the language to better suit the grade level you are teaching. 
Peace Corps 117

Rubric for Technical Writing

Organization/

Format Content

Writing 

Conventions

Research and 

Interpret Data/

Information

Appropriate 

Vocabulary

Advanced

Organizes 

material 

in a clear, 

appropriate, and 

precise manner.

Material content 

is clear, relevant, 

accurate, and 

concise.

Enhance the 

readability of the 

paper.

Correct 

interpretation 

of data or 

information. 

Analysis and 

conclusion 

are based on 

research.

Articulates 

appropriate 

vocabulary and 

terms associated 

with the subject 

matter.

Adept

Organizes 

material in an 

appropriate 

manner, but may 

lack some clarity 

or consistency. 

Presents basic 

information 

but may have 

extraneous 

material.

Material is 

appropriate, but 

may lack a clear 

connection to 

the purpose.

Minor errors 

are present, 

but they do not 

detract from the 

readability of the 

paper.

Correctly 

interprets data 

or information, 

but analysis or 

conclusion may 

not be supported 

by research.

Some 

inappropriate 

vocabulary 

present, or 

limited use of 

appropriate 

vocabulary.

Unacceptable

Little evidence 

of a cohesive 

plan. Little or no 

description or 

detail.

Ideas seem 

scrambled, 

jumbled, or 

disconnected.

Little evidence 

of appropriate 

content.

Little or no 

evidence of 

correct writing. 

Poor conventions 

seriously limit 

the paper’s 

readability.

Incorrectly 

interprets data 

or information 

with little or 

no analysis or 

conclusion. Little 

or no evidence 

of research 

presented.

Inappropriate 

vocabulary and 

use occurs.

Source: Independent School District 196, Rosemount, Minnesota.

Assessment, Grading, and Cheating
ClassroomManagement | Idea Book

118 Peace Corps

Create your own rubric

Again, rubrics can be simple or detailed, depending on the

assignment given. Typically, the rubric should be similar in complexity 

to the task assigned—a simple rubric for a minor assignment; a more 

detailed rubric for a lengthier, more complex project. As always, 

make sure that the use of a rubric is culturally accepted and 

appropriate before implementing it in your classroom.

Score Description of Score

Above and beyond

Solid understanding

Almost there

Try again

Score Description of Score

☺

☹

Characteristic Characteristic Characteristic

Advanced (or 4)

Adept (or 3)

Beginning (or 2)

Remedial (or 1)

Use rubrics creatively

Rubrics can be used creatively, and in every subject area. For 

example, you can develop a classroom behavior rubric and use 

it with your whole class. Determine with your class what kind of 

behavior would merit a score of “4” (and “3”, etc.) and develop a rubric 

together. At the end of each day, or each week, have the students 

grade their classroom behavior according to the rubric and ask them 

to tell you why they assigned themselves that grade. They will need 

to think of specific examples to support their grade and in doing 

so will become more conscious of their behavior. Set up a reward 

system for consistently high rubric scores to motivate students.
Peace Corps 119

C h ap t e r 6

Checking Your Progress

Pause periodically to monitor your classroom management skills 

and encourage your counterparts or team teachers to do the same. 

Adapted below is a tool that Peace Corps/China developed 

for Volunteers to monitor their progress throughout the year. 

Complete the exercise by considering each element below and 

marking your score on the graph. Repeat several times during the 

first year to see how you are doing. The list may help you isolate 

classroom management issues on which you could improve. 

Managing MyClassroom

Analyze your use of classroom management practices by placing a check in the appropriate column 

after each item. Then add your checks in each column (score four points for each “usually,” two 

points for each “sometimes,” and zero points for each “never”). Enter the date you did the analysis 

and your score on the chart above.

Usually Sometimes Never

1. I get students’ attention before 

giving instructions. ______ ______ ______

2. I wait for students to pay attention rather 

than talk over chatter. ______ ______ ______

3. I quickly get students on task. ______ ______ ______

4. I give clear and specific directions. ______ ______ ______

5. I set explicit time limits for task completion. ______ ______ ______

6. I circulate among students at work. ______ ______ ______

7. I hold private conversations/conferences 

before or after class. ______ ______ ______

8. I model courtesy and politeness. ______ ______ ______

9. I use a quiet voice in the classroom. ______ ______ ______

10. I use a variety of cues to remind students 

of expected behavior. ______ ______ ______

11. I teach students my cues. ______ ______ ______
ClassroomManagement | Idea Book

120 Peace Corps

Usually Sometimes Never

12. I enrich my classroom (with posters, visual 

aids, etc.) to improve students’ motivation. ______ ______ ______

13. I remove distractions from my classroom to 

improve attention. ______ ______ ______

14. I am aware of the effects of my dress, voice, 

and movements on student behavior. ______ ______ ______

15. I use students’ names as a subtle way to 

correct for inattention. ______ ______ ______

16. I use the proximity of my body to improve 

classroom control. ______ ______ ______

17. I communicate positive expectations of 

good behavior in my class. ______ ______ ______

18. I have clear and specific rules that I teach 

my students. ______ ______ ______

19. I refuse to threaten or plead with my students. ______ ______ ______

20. I consistently follow through with 

consequences to enforce rules. ______ ______ ______

21. I express my expectations in first-person 

terms (“I want you to use only English 

during this exercise”) to tell students what 

I want them to do. ______ ______ ______

22. I use first-person terms (“I need you to listen 

to each other”) to communicate my feelings. ______ ______ ______

23. I respond to behavior I like with specific 

personal praise. ______ ______ ______

24. I use nonverbal and social actions to 

reinforce behavior of which I approve. ______ ______ ______

25. I use this specific technique that works well:

_________________________ ______ ______ ______

Total checks per column ______ ______ ______

Total points per column x4= x2= x0=

Total score(enter on progress chart) ______ + ______ + ______ =
Peace Corps 121

Use ofClassroomManagementTechniques

Date

high 90-100

80-89

70-79

60-69

50-59

low 49 or less

Checking Your Progress
ClassroomManagement | Idea Book

122 Peace Corps
Peace Corps 123

A pp e n dic e s

Culture and the Ideal Teacher/Classroom is a session that trainees 

and their supervisors/counterparts have done as a part of the endof-pre-service training supervisor/counterpart workshop. Perhaps 

you can adapt it to use with your counterpart(s).

Culture and the Ideal Teacher/Classroom

Adapted from Peace Corps/Ethiopia

Rationale 

This session explores the cultural differences related to education 

and schools. It allows trainees and supervisors to recognize the 

gaps that may exist between their educational ideals.

Time 

1 hour and 30 minutes 

Objectives 

Participants will be able to:

Draw a picture representing their ideal teacher and 

ideal classroom.

Make observations about their drawings, deducing basic 

cultural and value-based differences between the host country 

and American classrooms.

Briefly review the potential results of such differences.

Share personal experiences in which they came into conflict 

with a Volunteer because of different educational ideals.

Discuss strategies for minimizing conflict between supervisors 

and Volunteers.

Materials 

Flip chart paper, markers

●

●

●

●

●
ClassroomManagement | Idea Book

124 Peace Corps

Procedure 

1. Divide participants into small groups according to 

nationality. Distribute a piece of flip chart paper and crayons 

to each group. Ask participants to draw a picture of their 

ideal teacher and/or ideal classroom. Encourage participants 

to be imaginative and include anything that they think 

represents the ideal teacher/classroom. Allow approximately 

15 minutes for this.

2. At the end of the given time, ask each group to hang its 

drawing on the wall. Divide and label the wall: one for the 

host country supervisors’ drawings and one for the American 

trainees’ drawings.

3. Invite all participants to come to the front of the class and look 

at the artistic exhibition of the ideal teacher/classroom. Allow 

enough time so everyone can look at and analyze all drawings.

4. Discuss the following questions:

Are there any differences between the host country and 

American drawings? If so, what are they? 

How did the supervisors represent the classroom/teacher/

students? The trainees? 

What objects are present in one group that are not as 

prevalent in the other? 

Why might these differences exist? 

What cultural beliefs or values may be responsible for 

these differences?

5. Using the answers provided by participants to the above 

questions, explain that our ideals—everything we believe 

to be the best—are based on our culture. In this country, 

there may be a strong value placed on a teacher-centered 

classroom, while in the U.S. more value may be placed on a 

student-centered classroom. One is not necessarily better than 

the other; they are just different.

●

●

●

●

●
Peace Corps 125

6. Briefly review the session on direct/indirect communication, 

asking participants what could potentially happen when two 

different cultural values come into contact. [Conflict.] Ask why 

this conflict occurs. [People believe that their value is best.]

7. Ask supervisors to share any value-based experiences of conflict 

that occurred in their schools with Peace Corps teachers. In 

addition, ask any participating Volunteers to share conflicts 

that they experienced because of this difference in ideals.

8. Conclude by stating that cultural beliefs and values are deeply 

rooted. It is not realistic to expect Volunteers to transform 

their classrooms into their ideal. Similarly, supervisors should 

not expect Volunteers to teach exactly like their host country 

colleagues. Peace Corps Volunteers have something different 

to offer their students, and they need to do this within the 

context of the host country school. The challenge is for Peace 

Corps Volunteers and supervisors to work together to create 

a shared ideal, a fusion or hybrid of both American and host 

country ideals.

Excerpted from Working with Supervisors and Counterparts, Washington, DC: Peace 

Corps, 2002. Pages 70-71. [ICE No. T0121]

Appendices
ClassroomManagement | Idea Book

126 Peace Corps

Don’t Hit and Don’t Shout

Peace Corps/Kiribati

This pamphlet is for parents, teachers, head teachers, and principals.

Young children often misbehave because they are bored, sick, tired, 

or want your attention. Teachers and parents may feel annoyed if 

they misbehave when you are trying to teach a class or are busy 

cooking, working in the garden, fishing, talking with other adults, or 

during a school assembly, church service or community meeting.

This pamphlet talks about

Why you shouldn’t hit or shout at children

What to do if you find yourself about to hit a child

Disciplining children without hitting and shouting

What to do if you find yourself about to hit a child

Children learn by copying your behavior, so the best form of 

discipline is to teach them by setting a good example.

This means encouraging good behavior by showing and telling 

children what is expected and then praising them for doing it.

So, what can you do if you find yourself about to hit or shout 

at a child?

FIRST

Move away from the child

Take time to calm down and think about how you can 

best respond

THEN 

Go back to the child and talk calmly and clearly about why you 

didn’t like his or her behavior

Ask the child why he/she behaved that way

Tell the child that you know he or she can show better behavior

Tell the child the behavior made you upset and worried

Ask the child what you can do to help him or her behave properly

●

●

●

●

●

●

●

●

●

●
Peace Corps 127

Make sure the punishment you choose is fair (see next page 

for ideas)

Get help—talk to another adult if you can

Disciplining children without hitting and shouting

Set simple rules and limits and make sure the child knows them

Give children the opportunity to discuss issues and make 

decisions together

Praise and encourage good behavior

Address misbehavior by

Withdrawing privileges

Having the child spend time away from the class or family area 

in a safe place

Criticizing the behavior, not the child (Say: “That behavior is 

not OK!” not “You are hopeless!”)

Here are some things children in the Pacific had to say about

what adults could do to help them behave.

“Show me what you want.”

“Don’t expect me to do things I can’t do.”

“Don’t scream at me—just tell me.”

“Don’t put me down, tease me or insult me.”

“Be sure I understand why I am being punished.”

“Keep your promises.”

“Say you are sorry when you get things wrong.”

“Don’t overreact to my mistakes.”

“Have a sense of humor.”

“Be firm when you need to, but don’t be nasty.”

Why you should not hit or shout at children

Everyone has the right to feel safe from harm. Hitting and shouting 

at people causes harm. Children are people too; they are also the 

smallest and most fragile in your community. Hitting children of 

any age is never OK.

●

●

●

●

●

●

●

●

●

●

●

●

●

●

●

●

●

●

Appendices
ClassroomManagement | Idea Book

128 Peace Corps

Hitting and shouting at children

is scary for children and makes them feel insecure, unloved 

and sad;

sets a bad example of how to handle strong emotions;

encourages children to shout, hit, and bully others in the 

school yard or in the family; and

encourages children to tell lies and hide their feelings to avoid 

further hitting and shouting.

If you hit and shout at children, they learn that

violence is acceptable;

the strong and big may hit or shout at the weak and small; and

adults can win through violence.

Information from UNICEF

Translated by Peace Corps/Kiribati, November 2005

●

●

●

●

●

●

●
Peace Corps 129

R e s o u rc e s

Materials Available Through Information 

Collection and Exchange

Adapting Environmental Education Materials. Peace Corps, 1999. [ICE No. M0059]

This publication walks Volunteers through the steps of evaluating the appropriateness of existing 

materials to their school setting, determining how useful materials can be adapted, and making 

those adaptations. It also includes training sessions for skill development and worldwide examples 

of adaptations to simpler and fewer materials, to local realities, to traditional classroom subjects, 

and to nonformal youth programs. This is an excellent resource for anyone who teaches. It is 

a companion to Environmental Education in the Schools, [ICE No. M0044] and Environmental 

Education in the Community [ICE No. M0075].

Classroom Management that Works: Research-based Strategies for Every Teacher. Robert 

J. Marzano, Jana S. Marzano, Debra J. Pickering. ASCD. 2003. [ICE No. ED218] 

Available to Information Resource Centers only.

This book draws from more than 100 studies of classroom management to explain the four most 

important general components of effective classroom management and their impact on student 

engagement and achievement. It describes the action steps teachers need to take to establish 

rules and procedures, use effective disciplinary interventions, build positive student-teacher 

relationships, and develop a sound mental set to get through the most difficult situations. 

Real classroom stories illustrate how to get every class off to a good start, involve students in 

classroom management and develop effective schoolwide management policies. 

Community Content-based Instruction (CCBI) Manual. Peace Corps, 2004. [ICE No. T0112]

These materials are based on the CCBI approach of using local indigenous knowledge and 

easily accessible resources to make classroom subject matter more relevant to students while 

engaging community members in ongoing learning experiences. This can be the best of “placebased” learning for youth or adults, along with community outreach in any sector. See also the 

participant’s guide: Working with CCBI: Volunteer Workbook [ICE No. M0073].

Culture Matters: The Peace Corps Cross-Cultural Workbook. Peace Corps, 1997.[ICE No. T0087] 

This illustrated, practical, interactive workbook for Volunteers in all projects guides the reader 

through the cross-cultural experience, the major concepts in the intercultural field, and presents 

exercises, stories, quotations and descriptive text designed to aid the Volunteer in successfully 

adapting to a new culture. The workbook helps Volunteers examine the behaviors and values of 

people in other countries and offers ways to compare their behavior to that of Americans. The 

workbook is an excellent resource for trainers and Volunteers. Also available in Spanish, La Cultura 

Si Importa [ICE No. T0120].
ClassroomManagement | Idea Book

130 Peace Corps

Doing without the Photocopier for A to Z: 26 Creative Ideas for Reuseable Language 

Games and Activities. Elaine Kirn. Authors and Editors. 1995. [ICE No. ED197]

This publication provides the reader with ways to save time, money, and energy by creating 

materials without photocopying them. It also gives reasons why photocopying in many instances 

is illegal, and gives readers steps to produce materials using their own methods.

Nonformal Education Manual. Peace Corps, 2004. [ICE No. M0042] 

The content of the Nonformal Education Manual is grounded in the theory and practice of some 

of the great educational thinkers of our time, including Paolo Freire, Howard Gardner, David 

Kolb, Malcolm Knowles, and Bernice McCarthy. This new manual includes information from 

previous Peace Corps publications, as well as current research from the field of education. There 

are field-tested ideas, activities, and tips drawn from the experiences of Peace Corps Volunteers 

and staff around the world. Not only for education Volunteers, this manual will help any 

Volunteer who has to teach, train or facilitate in the field. See also Audio Visual Communication 

Handbook [ICE No. M0020] and Community Content Based Instruction (CCBI) Instruction Manual

[ICE No. T0112]. 

Idea Book Series: PACA Idea Book: Using Participatory Analysis for Community Action. 

Peace Corps. 2005. [ICE No. M0086]

Since PACA has now been used in the agency for many years, this idea book was designed to 

give a focused history and description of PACA, while sharing excellent examples from the field 

that illustrate how Volunteers and their communities, host country organizations, and Peace 

Corps projects have used these tools successfully. This book is intended for use by Volunteers to 

complement pre-service training they received from trainers using the Participatory Analysis for 

Community Action (PACA) Training Manual [ICE No. M0053]. It is also intended to supplement 

exercises in the core pre-service training manual Roles of the Volunteer in Development: Toolkits 

for Building Capacity [ICE No. T0005]; or reinforce foundational skills during or prior to in-service 

training—complementing The New Project Design and Management Workshop Training Manual

[ICE No. T0107].

Sources of Donated Books. Peace Corps, 2008. [ICE No. RE003]

This publication helps Volunteers identify organizations that can provide books and other educational 

resources to their communities. It provides contact information and guidance on how Volunteers and 

their community partners can submit requests and receive donations from the organizations listed, 

and it emphasizes the importance of sustainability in library development activities.

Sources of Free Periodicals and Databases. Peace Corps, 2007. [ICE No. RE007] 

This guide is compiled by Peace Corps ICE to provide Volunteers with information on accessing 

free periodicals, databases, and CD-ROMs that can offer helpful information for primary and 

secondary projects. Both print and digital titles are included. Volunteers involved with library or 

resource center development will find this manual of particular value, together with Sources of 

Donated Books [ICE No. RE003].
Peace Corps 131

Teaching English as a Foreign Language to Large Multilevel Classes. 

Peace Corps, 1992. [ICE No. M0046] 

This publication draws on suggestions from Volunteers working under difficult conditions with 

limited resources. In particular, it offers ideas and activities to help teachers facing classes of up 

to 150 students, most without textbooks. Content addresses issues such as student interests and 

needs, classroom management, theme-based lesson planning, the national curricula, emphasis 

on rote memorization, and resistance to group work. It aids Volunteers in creating classrooms 

where students are given opportunities to think critically, work cooperatively, and enjoy the 

experience of learning.

Teaching Multilevel Classes in ESL. Jill Sinclair Bell. Pippin Publishing. 2004. [ICE No. ED223]

This is an updated resource book for teachers working with adults in ESL. It provides concrete 

suggestions for differentiating instruction for adult learners and uses relevant examples for 

adults learning a second language. 

The First Days of School. Harry K. Wong and Rosemary T. Wong. Harry K. Wong 

Publications. 2004. [ICE No. ED222]

This is considered by many to be the pre-eminent book on classroom management and lesson 

mastery. The book walks a teacher, either novice or veteran, through the most effective ways to 

begin a school year and continue to become an effective teacher. This is a basic book on how to 

teach.The book includes units on: characteristics of an effective teacher; motivating and inspiring 

students; managing uncontrollable classrooms; getting assignments done and passing exams; 

and teacher as professional educator. 

The World Map Project Handbook. Peace Corps, 1994. [ICE No. R0088]

This handbook is based on The World Map Project Manual by Returned Volunteer Barbara Jo 

White and began as a World Wise Schools study guide. It describes procedures for using a grid to 

construct a world map, along with complementary activities for teaching geography. Users need 

few materials and can adapt the project to their community, country or region. Drawings, maps 

and grids are included.

Tools for Teaching Content Literacy. Janet Allen. Stenhouse Publishers. 2004. [ICE No. ED226]

The author calls this thin publication a flip chart. It presents effective instructional strategies to help 

students overcome challenges they face in content reading and writing. Each strategy is covered in 

one page, which includes a description, when and why you might use it, an example of its use in a 

classroom, and reference to the research related to its use. Many of the strategies include the use of 

a form to organize information. Forms are in the appendix and may be copied. This is an excellent 

resource for anyone who teaches.

Working with CCBI Volunteer Workbook. Peace Corps, 2004. [ICE No. M0073]

These materials are based on the Community Content-Based Instruction (CCBI) approach of using 

local indigenous knowledge and easily accessible resources to make classroom subject matter 

Resources
ClassroomManagement | Idea Book

132 Peace Corps

more relevant to students while engaging community members in ongoing learning experiences. 

This can be the best of “place-based” learning for youth or adults, along with community 

outreach in any sector. Also see the trainer’s guide: Community Content-Based Instruction (CCBI) 

Manual [ICE No. T0112].

Working with Supervisors and Counterparts. Peace Corps, 2002.[ICE No. T0121]

Working with Supervisors and Counterparts is organized into three parts. Part I addresses the 

importance of working with supervisors and counterparts in capacity-building partnerships; 

provides various ways in which the partner relationships may be defined; and indicates how these 

local partners can be included in the two-year programming and training cycle of a Volunteer. 

Part II provides a sample one-day workshop for supervisors and counterparts, as well as additional 

training ideas and sessions. Part III is a sample handbook for supervisors and counterparts, which 

provides a template, standard information, and suggested post-specific information.