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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.
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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.
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Which of the following behaviors would you NOT expect to see from a teacher who adheres to social cognitive development theory?
a. showing empathy for student concerns
b. enacting uniform consequences for misbehavior
c. defining the problem
d. collaborating with students
Ques. 2
Which is an important aspect of Responsive Classroom?
a. Communicating with parents and realizing the need to establish positive partnerships between educators and the families of students.
b. Recognizing cooperative learning has significant limitations with students of diversity.
c. Promoting Outward Discipline whereby teachers take charge of discipline issues and accept full responsibility for student misbehaviors.
d. Using a Classroom Meetings to discuss the teacher's responsibility to maintain appropriate behaviour.
Ques. 3
Johnson and Johnson proposed the three Cs they are:
a. core values, curricular content, and cooperation.
b. consequences, current curriculum, and caring.
c. cooperation, conflict resolution, and civic values.
d. conflict resolution, core values, and curricular integration.
Ques. 4
One key to organizing and managing classrooms for effective instruction is:
a. a lesson plan that has been approved by the assistant principal for instruction.
b. advance preparation and planning from the first day of school.
c. the posting of clear rules and consequences on the classroom wall, so students will know what to expect if they misbehave.
d. a clear conflict resolution plan because conflicts arise almost every day.
Ques. 5
A key reason that students whose families have immigrated to a new country may struggle in school is that frequently they
a. weren't appropriately educated in their home country before they moved, so they are likely to start school behind.
b. refuse to accept their new culture, instead clinging to their culture of origin.
c. struggle with a loss of identity as they adapt to new and different linguistic and cultural expectations.
d. are generally unable to make the sorts of adjustments needed to adapt to a new culture.
Ques. 6
According to Evertson and Harris, specific student misbehaviors call for different types of interventions: minor interventions, ________ interventions, and more extensive interventions.
a. moderate
b. serious
c. disturbing
d. rewarding
Ques. 7
In Grandma's Rule, the reward comes:
a. first.
b. in the middle.
c. last.
d. incrementally.
Ques. 8
Which of the following is a genuine incentive to motivate the whole class to work?
a. The teacher will give 5 points of extra credit to those who have a perfect paper.
b. The teacher will award a certificate to well-done papers.
c. Students will get five minutes at the end of class to play a learning game.
d. The teacher says it will make him/her happy.
Ques. 9
Social cognitive development theory suggests that when students fail to meet adult expectations, the issue is not one of unmet student needs, but instead reflects
a. deficits in executive, language-processing, social, or other skills.
b. a lack of parental guidance and socialization at an early age.
c. an inability to show empathy and compassion.
d. a neurological or chemical malfunction that affects behavior and learning.
Ques. 10
Marshall based his work on ________ Reality Therapy and Choice Theory Marshall views discipline as the responsibility of the students who are ultimately accountable for their own behavior.
Fill in the blank(s) with correct word
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