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Question 1 

What were some of the motives for the United States going to war in Iraq? This is an example of which taxonomic level?
 
  a. Knowledge
 
   b. Comprehension
   c. Analysis
 
   d. Evaluation



[Ques. 2] After reading the two short stories, write a three-page paper comparing the idea of 'hero' as viewed in both stories. This is an example of which taxonomic level?
 
  a. knowledge
   b. application
   c. analysis
 
   d. evaluation



[Ques. 3] State standards:
 
  a. are basically the same in all 50 states.
 
   b. are closely aligned with NAEP assessments.
 
   c. are arranged in a meaningful sequence and hierarchical order.
   d. cover a wide range of topics, subjects and concepts



[Ques. 4] When applying Blooms taxonomy, which level(s) must students master first before achieving the higher skill levels?
 
  a. comprehension
   b. synthesis
 
   c. evaluation
 
   d. all of the above



[Ques. 5] Select the objective that best meets the requirements for a performance objective.
 
  a. Develop one roll of black-and-white film
 
   b. Understand how a developing agent works
 
   c. Know how to develop black-and-white film in the photo lab
 
   d. Analyze the processes used in developing black-and-white film.



[Ques. 6] Curriculum is aligned when:
 
  a. teachers clearly list performance objectives for classroom curriculum.
 
   b. instruction and assessment focus on stated objectives.
 
   c. students meet the minimum criterion measures for a given objective.
 
   d. teachers provide hands-on activities for students to master performance objectives.



[Ques. 7] Which item is NOT a part of a performance objective?
 
  a. criterion
 
   b. performance
   c. condition
 
   d. rationale



[Ques. 8] What is the meaning of effect size?
 
  a. A measure that a specific teaching strategy has a positive impact on student achievement.
   b. A minimally passing score on standardized tests.
 
   c. Test scores for a control group in an experimental study.
 
   d. The total number of students in a classroom being tested.



[Ques. 9] A teacher who uses performance objectives correctly will
 
  a. assign only A and B grades.
 
   b. use only satisfactory and unsatisfactory in grading.
   c. establish grading criteria.
 
   d. not assign grades.



[Ques. 10] Which one of the following is the most accurate assessment of the performance objective movement?
 
  a. The emphasis is on student outputs.
 
   b. The emphasis is on what the teacher does (inputs).
 
   c. There is no evidence to show that performance objectives work in classrooms.
   d. It is an anti-accountability technique.

Answer

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Question 2 

First and foremost, interventions such as self-monitoring, self-instruction, and behavioral contracting are presented by the authors as ways to
 
  a. curtail inappropriate behavior that is of limited scope and duration.
  b. increase the student's feelings of competence and self-control.
  c. decrease environmental stimuli that may be contributing to inappropriate behavior.
  d. provide evidence of the teacher's efforts to maintain a learning environment in which diversity is valued.

Ques. 2

According to the text, self-instruction is particularly useful in helping students who
 
  a. have significant skill deficits across all academic areas.
  b. have difficulty responding appropriately in situations that evoke strong emotion.
  c. have demonstrated an inability to demonstrate compliance with the more procedural aspects of classroom functioning.
  d. have not responded to instruction in basic self-monitoring.

Ques. 3

Allie is an exceptionally quiet and shy student in third grade. Allie's teacher suggests that Allie use self-monitoring in an attempt to increase the number of productive comments she makes during class discussions and the goal that Allie will agree to make five comments every twenty minutes. In general, this goal is
 
  a. appropriate, as the quick increase in the frequency of Allie's participation will likely significantly enhance the class's conversation.
  b. appropriate, as twenty minutes is a brief time period so Allie won't struggle with the issue of delayed gratification.
  c. inadvisable, as the expectation that Allie so quickly make so many comments may lead to anxiety and ultimately cause the plan to fail.
  d. inadvisable, as by third grade, Allie should be able to demonstrate self-monitoring over a longer period of time.

Ques. 4

Barnes Middle School has an increasing problem with low attendance. Which of the following would most likely be successful in encouraging attendance
 
  a. Communicating with parents about attendance and providing a contact person for parents to call
  b. Giving detention to students with more than 6 unexcused absences
  c. Giving perfect attendance awards at the end of the school year
  d. None of the above

Ques. 5

Max is constantly out of his seat, going back and forth to the garbage can to throw things away. His constant movement has become a distraction to the class. As part of the problem solving discussion you have with him, you say, Is this behavior helping you? Is it helping your classmates? He says, Yes, because it keeps my desk and our classroom neat, and when things are neat, it's easier to work. At this point, the most appropriate response from you would likely be
 
  a. That's very considerate of you. But try to think about going to the garbage can when you won't be interrupting the lesson, okay?
  b. That's a good point. But when you are constantly out of your seat, it causes some difficulty for me because it means you're not listening, and it can be a distraction for the other students.
  c. You shouldn't worry about cleaning up the other students' areaswe want them to clean up their own areas. It's part of their responsibility as members of our class.
  d. I can tell you like a really clean area. But it's really hurting you. Your grades are slipping because you're not paying attention, and that means you may miss important information.

Ques. 6

The presence of rules does not mean that classrooms are not ________.
 
  Fill in the blank(s) with correct word

Ques. 7

By ignoring minor misbehaviors and praising positive behaviors, these teachers hope that negative behaviors will lessen and ________ behaviors will increase.
 
  Fill in the blank(s) with correct word

Ques. 8

The use of individual behavior change plans is most likely to be successful when all but which of the following elements are true of the classroom situation?
 
  a. Instruction is matched to student needs, interests, and abilities.
  b. Class interactions indicate the ongoing presence of supportive interpersonal relationships.
  c. Teachers incorporate behavior management methods that are proven effective in the classroom.
  d. Teachers quickly engage the assistance of the school administration and counseling staff in confronting ongoing behavioral challenges.

Answer

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Question 3 

The authors anticipate that the effective implementation of basic preventative classroom management skills generally leads to a situation in which a teacher
 
  a. successfully manages the behavior of 98-99 of students in the classes without need for significant in-depth intervention.
  b. has to rely on more individualized intervention strategies with 5-7 of his or her students.
  c. reverts to the use of tangible reinforcement with students because it is the method that has been shown to be most effective in permanently altering student behavior.
  d. does not engage in functional behavior assessment and individualized behavioral plans because time spent on these activities is generally discouraged.

Ques. 2

In addition to developing the clearest possible understanding of how students view a problematic situation, teachers must also do all of the following EXCEPT
 
  a. be attuned to the existence of interpersonal problems.
  b. consider behavioral events in relation to one another and other classroom occurrences.
  c. provide students with a clear plan for remedying the situation.
  d. assist students in generating multiple potential solutions to the problem.

Ques. 3

Which of the following behaviors would most likely NOT be addressed by a typical zero-tolerance policy?
 
  a. Without her consent, Beth is touched inappropriately by a male student in the hallway.
  b. Marcus copies his test answers from Dennis's paper.
  c. Katrina and Leelah get into an argument and scratch each other's faces severely.
  d. Ian, who takes medication at school for his ADHD, sells Amal two pills during lunch.

Ques. 4

By ignoring minor misbehaviors and praising positive behaviors, these teachers hope that:
 
  a. negative behaviors will lessen and positive behaviors will increase.
 
  b. Gathercoal's Judicious Discipline work.
 
  c. students will not understand that they are being molded into demonstrating good behaviors.
 
  d. the school year will end and next year's class will be better.

Ques. 5

Which of the following statements about class meetings is false?
 
  a. The goal is to solve problems and improve class functioning.
  b. In the course of a class meeting, one student may criticize another as long as it is done respectfully.
  c. Student input into the meeting agenda is encouraged.
  d. Students whose behavior causes concern for others may choose whether or not to have their behavior discussed in a class meeting.

Ques. 6

During a class meeting, Renaldo says, I have a concern. Madeleine has been teasing me about my haircut, and it hurts my feelings. As the teacher, your most appropriate response would likely be,
 
  a. Thanks for sharing that, Renaldo. Madeleine, is there truth to what Renaldo says? And if so, what could we do about it?
  b. How about if the three of us get together and talk about that during a few free minutes today?
  c. We don't tease in this classroom. That must stop right away. Is everyone clear?
  d. I'm sorry to hear that you've been upset. When you tease each other, it makes me feel sad.

Ques. 7

Ideally, the existence of community should:
 
  a. let students know the benefits of competing for grades and teachers' time and attention.
 
  b. impress upon students the need for more rules as well as strict obedience  One strike and you're out.
 
  c. lessen conflicts between educators and students, reduce discipline referrals, and reduce confrontations among students.
 
  d. be eliminated since a sense of community is vague and hard to define.

Ques. 8

Mr. Phelps regularly uses some class meeting time to ask for students' input about ways that all members of the class, himself included, can improve the way things are working. This practice is
 
  a. a good one, because it communicates clear respect for student input.
  b. a good one, because it allows Mr. Phelps to gauge which students do and do not like his teaching style.
  c. a poor one, because it reduces Mr. Phelps's authority with the students if they are allowed to make suggestions about his behavior.
  d. a poor one, because instructional time is being sacrificed for the conversation.

Ques. 9

When you ask a student to come up with a strategy to not get in trouble again and he responds with Ill try harder, you should
 
  a. express your appreciation for this commitment and convey your belief that he will be successful.
  b. tell the student that while you appreciate that commitment, he will need to do more than just try to change his behavior.
  c. remind the student that while you appreciate that commitment, it is vague, and work with him to identify some specific actions/strategies for change.
  d. begin the problem solving process again, deepening the conversation you have in which the student describes the problematic behavior.

Answer

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Question 4 

Which of the following is an example of an alpha request?
 
  a. Penny, I need you to put your pencil in your desk and get out your math book. I've already told you this one time. Get ready for the next activity. You'll need your math book and your math notebook.
  b. Rachel, please tidy up and put your things back into your desk. Where does all this stuff come from? It's starting to look like you're having a garage sale.
  c. Michael, you're usually among the first to be seated and ready for our lesson to begin. Would you please make sure that your desk is cleared and that you've got your thinking cap on?
  d. Jamil, when you hear the timer chime, you've got 15 seconds to open your notebook to a clean piece of paper.

Ques. 2

Crystal is a middle school student who often struggles to complete any assignment that requires her to generate original ideas, such as the narrative writing the class does during their language arts period. Mr. Wasniecki has introduced self-instruction to Crystal in hopes of enhancing her resilience in completing this work. Which of the following utterances best illustrates the sort of self-instruction you might expect to hear from Crystal?
 
  a. I only have to do this sort of writing once in a while, and our language arts period will be over soon.
  b. If I do this writing, Mr. Wasniecki will make a mark on my clipboard and I'll earn free time.
  c. I shouldn't worry about this assignment, as it's not going to count for much of my grade.
  d. First, I'll just jot down any words that come to mind when I read the question.

Ques. 3

Kathleen struggles with an assignment that requires her to be part of a group presentation. She is very invested in presenting her own ideas in her own way and tends to devalue other group members' contributions. When she becomes frustrated about the direction a group assignment is taking, Kathleen says, They don't like me and they won't listen to my ideas. Laudene, Kathleen's one-on-one assistant, has observed the group's work on multiple occasions; she believes that Kathleen's ideas are respected and that the other members of the group are positive and fair with her. Laudene decides to work with Kathleen to help her develop alternative behaviors in this situation. Which of the following actions would Laudene most likely recommend that Kathleen take?
 
  a. When you feel yourself getting frustrated, take five deep breaths and remind yourself that the goal of group work is for each student to contribute some ideas.
  b. When the other members of your group are making you feel uncomfortable, tell them that you would appreciate it if they would stop the problem behavior.
  c. When you feel the other members of your group are not listening to your ideas, come and tell me, and I'll help them understand.
  d. When you feel yourself becoming upset, ask your teacher if you could be allowed to do an individual presentation instead of engaging with the group.

Ques. 4

What is the best statement about basic rules?
 
  a. Basic rules which are necessary for the welfare of all students should be posted and discussed the first day of school, and if necessary, taught during the first several days of school.
 
  b. Basic rules should not exist  students should be free to make up their own rules (that way, they will be more likely to obey them).
 
  c. Basic rules should not exist  such rules stifle students' individuality and creativity.
 
  d. Some teachers need basic rules; other teachers are sufficiently skillful that rules are not needed.

Ques. 5

If a student refuses to acknowledge that a behavior is problematic, or to otherwise engage in the problem solving process after repeated attempts to involve her, the teacher should
 
  a. confront the student with the logical consequences of the behavior and explain why their implementation will be necessary.
  b. require the student to sit apart from the classroom and complete a behavior reflection form before she will be allowed to return to the group.
  c. administer consequences for the defiance as well as for the initial misbehavior.
  d. provide the student with a plan for behavior change and ask her to consider following it.

Ques. 6

You regularly use problem solving in your classroom. One day, after misbehavior occurs between Paolo and Flavia, you ask Paolo to describe the problematic situation from his perspective. He angrily refuses to engage in a dialogue. The text authors recommend that you first
 
  a. complete an office referral for him, as he has compounded his misbehavior with outright defiance.
  b. provide him with a choice of consequences, each of which stems logically from the misbehavior.
  c. ask him to think about it for a little while and tell him that you will revisit the topic later.
  d. listen to Flavia's perspective and continue the problem solving process based on her input.

Ques. 7

Which question would be least productive for a teacher to ask when conducting a functional behavioral assessment?
 
  a. What factors in the home environment could be altered to encourage the student to alter his or her behavior?
  b. What factors in the classroom environment might be contributing to the student's behavior?
  c. Does the student have the skills needed to be able to perform the desired behavior?
  d. In what way does the student feel he/she is benefiting from exhibiting this behavior?

Ques. 8

Effective classroom managers often have to figure out how they can:
 
  a. make students' differences match their teaching style  students should be flexible in the ways they learn.
 
  b. equate what they think is best for students and what parents think is best.
 
  c. match instructional behaviors and management strategies most effectively with students' motivation; self-esteem; and gender, cultural, and developmental characteristics.
 
  d. have a sense of community and still instill corporal punishment when needed.

Answer

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Question 5 

The goal of selecting intervention procedures is
 
  a. To specify a single technique that is expected to eliminate the problem behavior
  b. To match the intervention to the person's disability label
  c. To organize a cluster of changes in the setting that will reduce the likelihood of the problem behavior, that will
  increase the likelihood of the alternative appropriate behavior paths, and that fits the values, resources, and
  skills of the people who must implement the procedures
  d. All of the above
  e. None of the above

Ques. 2

Which is NOT a step in constructing a competing behavior model?
 
  a. Building a diagram of the functional assessment summary statements
  b. Building a diagram of the different thought patterns of the individual and how they compete with adaptive
  behavior
  c. Adding appropriate behaviors that should compete with or replace the problem behaviors
  d. Defining intervention options that will promote appropriate behaviors and make problem behaviors irrelevant,
  inefficient, and ineffective

Ques. 3

The competing behavior model is useful for which of the following reasons?
 
  a. It increases the link between intervention procedures and functional assessment results.
  b. It increases the fit between the values, skills, resources, and routines of the people who will carry out the plan
  and the procedures that will be employed.
  c. It increases the logical coherence among the different procedures that could be used in a multi-element plan
  of support.
  d. It increases the fidelity with which the plan is ultimately implemented.
  e. All of the above

Answer

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Question 6 

The average on Mr. Brighton's fifth-period class' last exam was 68.2 percent. When discussing the results with his fellow teacher, Mr. Paxton, Mr. Brighton said, I need to examine how I might change my style and manner of teaching to help my students more effectively. Mr. Paxton replied, You shouldn't change anything at all, because I have those same students in third period, and they're just not a very bright or motivated group of students.
 
  In this situation, all but which of the following are obviously true?
 
  a. Mr. Brighton sees himself as bearing personal responsibility for student success.
  b. Mr. Paxton is likely to have less successful relationships with the students than Mr. Brighton does.
  c. The material that Mr. Brighton is teaching is too difficult for the students in his fifth-period class.
  d. Mr. Brighton could be characterized as a reflective practitioner.

Ques. 2

Educators who want to use Gathercoal's Judicious Discipline as a framework to complement other classroom management models need to accept the philosophical foundations and basic tenets of the theory, namely that Judicious Discipline:
 
  a. is based upon the U.S. Bill of Rights.
 
  b. has its foundation in Skinner's Behaviorism and Canters' Assertive Discipline.
 
  c. is based upon English common law of the 1700s.
 
  d. was founded by classroom management theorists during John Dewey's Progressive Education Movement.

Ques. 3

Violence in schools is significantly increased when
 
  a. teachers are intentionally invitational with students.
  b. teachers engage with students outside the classroom.
  c. teachers are unfamiliar with and intimidated by students.
  d. teachers are not well-informed on current societal issues.

Ques. 4

Teachers who are told that they are observing low-ability students when they are, in fact, viewing students of typical ability would be most likely to viewed the students' behavior as
 
  a. better than average.
  b. about average.
  c. worse than average.
  d. This is a trick question, because what teachers are told would have no impact on their opinions.

Ques. 5

Evertson and Harris maintained that one key to organizing and managing classrooms for effective instruction is ________ ________ and planning from the first day of school.
 
  Fill in the blank(s) with correct word

Ques. 6

Mrs. Sims teaches 5th grade at Horizons Elementary. She has recently received a new student who is Native American. Mrs. Sims feels he is uninterested and lacks the motivation to learn. What should she do in response to her student's behavior?
 
  a. have conversations with the student as neededto discuss his lack of motivation and disinterest in learning
  b. get to know the student and learn about his culture
  c. nothing; he will undoubtedly become more comfortable in time
  d. explore optional placements for him within the special education program

Ques. 7

When a teacher greets students at the classroom door or asks about the well-being of a student who has been absent, they are likelyintentionally doing which of the following?
 
  a. communicating subtly that they care about their students
  b. monitoring attendance and setting behavioral expectations before students enter the room
  c. trying to ensure that their students like them
  d. checking to see if students have all needed materials for class

Ques. 8

Rules and ________ consequence are another important practice in Responsive Classrooms.
 
  Fill in the blank(s) with correct word

Ques. 9

Evertson and Harris see management in broad terms and focus on ________ as well as behavior management.
 
  Fill in the blank(s) with correct word

Answer

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Question 7 

All the following are true about students who exhibit behavior problems at school EXCEPT:
 
  a. they often have difficulty establishing positive relationships with others.
  b. they are more likely to have experienced trauma or adversity.
  c. they are very task oriented.
  d. they are less skilled in handling social situations.

Ques. 2

In the middle of the lesson, Ms. Overton, a teacher, glanced at the fish in the classroom aquarium. She stopped instruction to ask Jesse whether he had fed the fish. The instructional momentum was lost, and the students' interest had to be regained. This is an example of ________.
 
  Fill in the blank(s) with correct word

Ques. 3

Classroom behavior improves when the teacher focuses on
 
  a. establishing and maintaining an effective learning environment.
  b. being a disciplinarian who enforces school rules.
  c. teaching the subject matter in detail.
  d. providing immediate consequences for misbehavior.

Ques. 4

Ms. Snow says, I went to a seminar about neuroscientific principles and I can see many ways that I can use what I learned to impact my students' classroom behavior and achievement. I'm going to start applying the information right away  isn't that great? Which of the following responses most closely reflects what we know about the impact of applying neuroscience principles to classroom situations?
 
  a. Actually, the neuroscience-classroom research that exists suggests that teaching students information about brain function has a negative impact on their performance.
  b. There hasn't yet been enough research conducted for us to draw clear conclusions about how to use neuroscience principles to change classroom outcomes.
  c. Practical research does support the idea of applying principles of neuroscience in classroom practice, so you will likely see improvement from your students.
  d. In general, neuroscience is viewed skeptically by most education professionals and your administration may question your use of those principles in your classroom.

Ques. 5

Open Circle, another research validated program for ________, relies on the use of the Open Circle format in which students and teacher arrange their chairs in a circle and keep one chair empty to symbolize that the circle is open to anyone.
 
  a. K-5 students
 
  b. middle schoolers
 
  c. emotionally disabled
 
  d. secondary students

Ques. 6

Amy created a questionnaire to determine if she was effectively meeting her students' needs. She received several negative comments from one student. What should Amy NOT do?
 
  a. Ignore the comments because the student who wrote them is likely seeking revenge.
  b. Solicit feedback from others in the class to see if they have the same or related concerns.
  c. Reflect on the statements and the students who made them and try to determine why students responded as they did.
  d. Talk privately to the student who wrote the negative feedback.

Ques. 7

Sammy is very clingy toward the teacher and other adults at his school. He constantly needs their assurance and support. When Sammy was a toddler, his teenage mother abandoned him. In which of Erikson's human psychosocial stages did Sammy likely fail to attain the understanding he needed to move to the next stage?
 
  a. autonomy vs. shame and doubt
  b. trust vs. mistrust
  c. initiative vs. guilt
  d. industry vs. inferiority

Ques. 8

Distinguishing between ________ and classroom management, he sees classroom management encompassing the structures, routines, and procedures that are necessary for the daily operation of a classroom.
 
  Fill in the blank(s) with correct word

Ques. 9

A number of studies of Positive Action in elementary schools found that the program:
 
  a. decreased behavior problems, increased academic achievement and improved attendance while encouraging students to demonstrate good character and engage in civic activities.
 
  b. decreased behavior problems, but attitude problems became worse after a set length of time.
 
  c. decreased behavior problems in elementary school, but little or no change occurred at the secondary level.
 
  d. contributed to the moral development and values clarification of disturbed students.

Answer

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