________ and minor disruptive behaviors can have a number of negative consequences, especially if the off-task students disturb other students who want to learn and stay on task, or if they disturb the teacher who is trying to teach.
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Ques. 2In creating a classroom management system for a classroom community, you need to decide whether you want classroom rules for your students. Before you decide, remember that ________ cautioned against rules in his call for teachers to move beyond discipline.
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Ques. 3In the case of violent student behavior, teachers can acknowledge the student's rights to have strong feelings, offer assistance, inform them of the consequences of their behavior and state that they do not want the student to choose these consequences. It is recommended that the teacher avoid
a. reminding students that they are violating a rule.
b. speaking in a calm yet firm voice.
c. asking other students to leave the area.
d. physically restraining students.
Ques. 4The term ________ is defined as a process marked by interaction and deliberation among individuals who share common interests and commitment to common goals.
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Ques. 5When there are instances of non-compliance and verbal defiance, teachers should generally first
a. send the student to the principal's office.
b. call a counselor or administrator to come into the classroom.
c. address the situation in the classroom.
d. send the student to another teacher's classroom.
Ques. 6Teachers need human relations skills, schools and classrooms need to have strong, positive ________ in which educators share a sense of purpose; collegiality, improvement, and hard work are valued; and rituals and traditions are used to celebrate student accomplishments, teacher innovations, and parent commitment.
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Ques. 7If a teacher opts to use extrinsic rewards to recognize or shape her students' behavior, she should remember to
a. pair each reward with a verbal statement that explains how the desired behavior supports learning.
b. limit the rewards so not every student gets them, as competition is a powerful motivator.
c. set a date at which she will stop offering the students the opportunity to earn tangible rewards.
d. give rewards primarily in cases where students are caught meeting basic classroom behavioral expectations.
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