Which of the following best describes the relationship between effective classroom management and effective instruction?
a. Classroom management and effective instruction depend on each other. Both are simultaneously important.
b. Effective instruction depends on effective classroom management, but effective classroom management does not necessarily depend on effective instruction.
c. Effective classroom management depends on effective instruction, but effective instruction does not necessarily depend on effective classroom management.
d. Classroom management and effective instruction are not related to each other. Some teachers are effective managers but ineffective instructors and vice versa.
Ques. 2Of the following, which best describes the relationship between classroom management and effective instruction?
a. Well-managed classrooms and effective instruction are interdependent; it's virtually impossible to have one without the other.
b. Classroom management is more important with young children, whereas effective instruction is more important with older students.
c. Classroom management is more important at the beginning of the school year, but effective instruction becomes increasing important as the school year progresses.
d. Classroom management and effective instruction are not related to each other, because classroom management focuses on student behavior, and effective instruction focuses on student learning.
Ques. 3You are conducting a question-and-answer activity on the climate and economics of Russia. Your students respond well, and you conclude that they are ready for a test covering the content. Of the following, your conclusion best illustrates:
a. a formal assessment.
b. an informal assessment.
c. a criterion-based assessment.
d. a performance assessment.
Ques. 4Of the following, which is the best description of high-stakes tests?
a. Standardized tests, such as the National Assessment of Educational Progress (sometimes called the nation's report card) that measures student achievement
b. Standardized tests that are used to make important decisions affecting schools, teachers, and students, such as promoting students from one grade level to another
c. Teacher-made tests that teachers use to measure the extent to which their students are reaching the standards prescribed by their state
d. Tests in reading, math, and science that our country uses to compare the achievement of our students to the achievement of students in other countries around the world.
Ques. 5Explain why communities of caring and trust are so important in classrooms.
What will be an ideal response?
Ques. 6Your chapter discussed five suggestions for promoting self-regulation in students. Describe the five suggestions and provide an example of each.
What will be an ideal response?
Ques. 7Statements describing what students should know or be able to do at the end of a prescribed period of study are called:
a. specifications.
b. benchmarks.
c. criteria.
d. standards.
Ques. 8Of the following, which is likely to be the most direct impact of high-stakes testing on you as a teacher?
a. Your school may be graded A, B, C, D, or F, and a stigma is attached to teaching in a school given a low grade.
b. Students don't like high-stakes tests, so you will be confronted with negative student attitudes when preparing them for the tests.
c. School principals are under a great deal of pressure to improve student performance, so your principal is likely to supervise you more closely than he or she otherwise would.
d. Some states are considering legislation that will tie your salary to your students' performance on the tests.
Ques. 9Of the following, the one most closely related to engaged time is:
a. teacher organization.
b. student attentiveness.
c. student success.
d. teacher expectations.
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